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No. 1, September 8, 1959 

First Issue of the Faculty Letter 

The Faculty Letter is being ini- 
tiated to inform the faculty more 
fully than is now possible about cer- 
tain subjects of current importance. 

The Faculty Letter is not intended 
to be a magazine or a house organ. 
It will simply relay to the faculty the 
full text or a summary of items of 
general University interest. In cer- 

tain instances complete reports will 
be presented on topics that have had 
prior notice in the press. 

Althdugh official statements will 
occasionally be included, the Fac- 
ulty Letter does not supplant the 
Calendar or Official Notices from the 
office of the Vice-President and 

Suggestions as to subjects in which 
there is wide interest will be welcome 
and may be filed with George H. 
Bargh, Administrative Assistant, 
Office of the President, or Mrs. 
Eunice C. Parker, Research Asso- 
ciate, Office of the President, who 
will assemble the material for publi- 

Comments on the Management and Control of State Universities in Illinois 


The instruction from the Legis- 
lature for a study of unified admin- 
istration of the State controlled 
institutions represents a broad public 
interest in the relationships of the 
universities and in state-wide plan- 
ning for the future. (House Bill No. 
527, passed by the 71st General As- 
sembly and approved by the Gover- 
nor directs the Commission of Higher 
Education "to recommend to the 
General Assembly, not later than 
April 1, 1961, a plan for the unified 
administration of all the State con- 
trolled institutions of higher educa- 
tion." Relevant to this instruction 
are the powers and duties of the 
Commission as contained in the Act 
of establishment by the 70th General 

Assembly: "to analyze the present 
and future aims, needs and require- 
ments of higher education in the 
State of Illinois; ... to study the 
role of and the need for different 
types of institutions and programs of 
higher education in the State of 
Illinois with other states. . . .") 

Citizens are concerned with higher 
education as never before. They 
have been told that new expenditures 
in major proportions will be re- 
quired to gear up the educational 
enterprise to the requirements of the 
space age, as well as to meet popu- 
lation increases and increased de- 
mands for service. Higher education 
is now an instrument of national 
defense, international relations, eco- 

nomic strength, as well as of indi- 
vidual fulfilment. In considering 
these requirements the public expects 
wise planning, prudent management 
and efficient utilization of educa- 
tional resources. 


I believe that state-wide planning 
for higher education is imperative. 
Institutional expansion without pro- 
fessional study of the needs of the 
State as a whole or of the potential 
contribution of all institutions sup- 
plying that need is unwise. Consid- 
ering the needs of one geographical 
area outside of the context of the 
needs of the State as a whole is an 
inefficient way to approach satisfying 

the total requirements of the State. 
New developments in higher educa- 
tion should be based upon a broad 
view of what is required in the pub- 
lic service, upon facts, rather than 
bias, and upon consultation rather 
than unilateral decision. Further, 
there must be adequate machinery 
for carrying out of interinstitutional 

Believing in the necessity for state 
planning, the representatives of the 
University of Illinois encouraged the 
establishment of this Commission of 
Higher Education. The University 
has cooperated fully with the Com- 
mission in its work. As the Com- 
mission undertakes the new studies 
assigned to it, the University of Illi- 
nois will continue to help in any 
way possible. 

I have indicated to others how we 
regard the importance of the work 
of the Commission, by pointing out 
that the University in its own plan- 
ning is dependent upon the answers 
to questions before the Commission. 
To what extent should the University 
establish new branches? What kinds 
of new programs should be started 
and in what ways should present 
programs be extended? What should 
be the distribution of students, by 
level of instruction within the Uni- 
versity? The answers to these ques- 
tions and others like them arrived at 
by the University of Illinois working 
alone cannot be final. They need to 
be related to the programs in other 
institutions, to the development of 
junior colleges, and to the necessities 
of the State as a whole for new pro- 
grams and services. 

At this point, it is well to empha- 
size that the picture of duplication 
and conflict among the state univer- 
sities today is in some ways distorted 
and often exaggerated. There has 
been a considerable degree of co- 
ordination in Illinois by legislation, 

by decisions of the Governors of the 
State, by voluntary cooperation 
among institutions, and through the 
Joint Council of Higher Education. 

It is true, nonetheless, that the 
plans of the future will be less effi- 
cient and economical than would 
exist under the best of coordinated 

How far Illinois should go beyond 
state planning into the area of uni- 
fied controls of operation is a 
different question, requiring serious 
consideration. How far unified ad- 
ministration is necessary in order to 
achieve effective state planning is a 
central issue in the Commission's 
study. There are real doubts and 
apprehensions among professional 
students of the problem about any 
plan of single control and there is 
honest division of opinion, both with- 
in the State and elsewhere, as to the 
efficacy of such arragements. On this 
subject, there is a large body of 
opinion and a relatively small body 
of experience and fact. Nonetheless, 
the question must be analyzed, the 
arguments pro and con assessed. I 
express the hope, however, that our 
consideration of unified control or 
integrated administration will not 
interfere with our getting on with 
the job of coherent state planning 
which is now possible of achieve- 
ment within the present authority of 
the Illinois Commission of Higher 


The Commission is to be com- 
mended for recognizing at the start 
of its consideration of the question 
assigned to it that the universities 
also have, under the law and by 
professional mandate, certain respon- 
sibilities for the welfare of higher 
education and that the trustees of 
these institutions, some appointed 
and some elected by the people, have 

responsibilities for appraisal and 
judgment. They also have a wealth 
of experience upon which the Com- 
mission may draw. All of us from 
the institutions appreciate this op- 
portunity to confer with the Com- 
mission at the start of its study. 

In answer to the question on the 
best procedures for undertaking the 
study, I offer the premise that even 
the design of the study as a whole is 
a complex undertaking and that the 
design should have wide acceptance 
among informed citizens and profes- 
sional observers to insure that the 
results will be received objectively. 
If the design appears to be limited 
or slanted, then the results will be 
limited. I believe that the outcomes 
of previous studies of this question in 
Illinois^ were not as effective as they 
might have been because their de- 
signs initially were not built upon 
wide consultation and participation. 
Considerable effort should be put 
forth by the Commission in getting 
consultation upon and defining the 
premises, the assumptions, the ob- 
jectives and the professional pro- 
cedures to be followed. I repeat, the 
body of opinion is large but the body 
of facts and experience is small. The 
two must be separated and treated 

' Report of the Commission to Survey 
Higher Educational Facilities in Illinois, 
January, 1945; George A. Works, Direc- 
tor of the Survey; printed by authority 
of the State of Illinois. 

Report of the Study of the Structure 
of the State Tax-Supported System of 
Higher Education in Illinois made by a 
staff under the direction of the Division 
of Higher Education, Office of Educa- 
tion, Federal Security Agency, Washing- 
ton, D.C., December, 1950; John Dale 
Russell, Director of the Study ; printed 
by authority of the State of Illinois. 

The Russell Report, Memorandum to 
the Board of Trustees of the University of 
Illinois from George D. Stoddard, Presi 
dent of the University, March, 1951; 
printed by authority of the University of 


I offer six suggestions with refer- 
ence to procedure in building the 
design for the study. 

1. A series of open conferences 
with resource people, from within 
and from outside the State, on the 
factors to be taken into account in 
building a study would be most use- 
ful. Such conferences would give the 
Commission, other interested parties, 
and the general public general back- 
ground acquaintance with the total 
complex subject. There have been 
some recent studies whose authors 
would have current pertinent obser- 
vations. Some of the administrators 
from states which have tried unified 
administrations or compulsory co- 
ordination should be heard. Of 
course, what they have to say will 
have to be viewed in terms of Illinois 
requirements and comparability. 

2. While the conferences are being 
held, certain specific studies which 
are clearly preliminary to the final 
study could get under way. 

a. A digest of the several studies 
previously made in Illinois, together 
with an analysis of the arguments, 
pro and con, a summary of their 
data, and perhaps some observations 
on why their recommendations were 
not accepted. 

b. A factual description of the 
several plans now in effect in other 
states and how they operate. 

c. An inventory of the functions 
and operations of the state univer- 
sities in Illinois with a view to identi- 
fying those which naturally would 
fall into a state-wide applicability 
and those which do not. 

d. An inventory of legal problems. 
The solutions to legal problems 
would follow the adoption of a plan 
but the legal problems ought to be 
identified early. They are numer- 
ous. Existing Boards, under the law, 
have many contractual obligations, 
trusts and comparable responsibili- 

ties. These would all have to be 
analyzed carefully in whatever plan 
is undertaken. 

e. The relationships between fac- 
ulty and administration in the sev- 
eral universities must be carefully 
assessed. Quality in our universities 
is determined by our faculties, and 
the part that faculty action must 
have in the government of our insti- 
tutions is a vital part of any con- 
sideration of unified control. An 
analysis of current responsibilities of 
the faculties should be at hand for 
the use of any study group. 

3. The Commission should seek 
the help and advice of an advisory 
research committee made up of pro- 
fessional people who would contrib- 
ute their services. This committee 
would not conduct studies but would 
be available for advice to the staff 
of the Commission on design and 
procedures. The members of the 
Committee would include staff mem- 
bers from the institutions, but such 
members ought not be regarded as 
representatives of the institutions. 
They would serve as professional 

As noted earlier, the design re- 
quires definition of terms, enumera- 
tion of assumptions and objectives 
and analysis of component parts. 
These are professional matters and 
the students of public questions in 
Illinois who can be helpful in build- 
ing a study plan should be called 

4. Once the design is completed 
and endorsed by the Commission, I 
hope that it will be submitted to 
conferences of institutional repre- 
sentatives, to citizen groups and indi- 
viduals throughout the State, so that 
both the institutions concerned and 
the general public can be carried 
along in understanding the total 
problem and be given an opportunity 
to comment before final decisions 
are made. 

5. A budget will have to be built 
in terms of the requirements of the 
design and funds will have to be 
found to carry out the project. 

6. Following the completion of 
the study and before specific legis- 
lative proposals are made, I sincerely 
hope that the institutions concerned 
will have the opportunity to present 
their views to the Commission. The 
Commission should have the views 
of the institutions as to how any new 
plan would affect them. There 
should be a forum for the exchange 
of views before the final recommen- 
dations are made. 


Coordination as a concept and co- 
ordination in a working plan may 
have entirely different appraisals. 
The theoretical advantages of coor- 
dination are obvious and must be 
accepted as goals in state educational 
planning. The machinery of coordi- 
nation, if not carefully adapted to 
Illinois problems, and if not set up to 
safeguard quality, differences in insti- 
tutional missions and operation, and 
faculty influence upon educational 
policy may induce outcomes worse 
than the disadvantages of the present 
system. There are dangers in unified 
controls of multiple institutions, as 
experience elsewhere has shown, and 
Illinois should make sure that they 
are not imported with a new scheme 
of management. Illinois has reason 
to be proud of the standing and 
achievements of its universities and 
any new plan should be measured 
by the degree to which it will 
strengthen, enlarge and improve edu- 
cation for the people of Illinois and 
by the extent to which it will make 
possible a greater contribution to the 
education of youth, to the develop- 
ment of the professions, and to the 
advancement and dissemination of 

School of Life Sciences in the College of Liberal Arts and Sciences 

The School of Life Sciences was 
created by action of the Board of 
Trustees at its June 23, 1959 meet- 
ing. The text of the report submitted 
by President David D. Henry and 
approved by the Board of Trustees 
follows : 

"The faculty of the College of 
Liberal Arts and Sciences and the 
Urbana Senate recommend estab- 
lishment within the College of a 
School of Life Sciences to include 
the Departments of Bacteriology, 
Botany, Entomology, Physiology, and 
Zoology. The School will be under 
the administration of a Director to 
be appointed biennially by the Board 
of Trustees on recommendation of 
the Dean of the College and the 
President of the University, and will 

be under the general direction of the 
faculty of the College. The internal 
organization of the School and the 
responsibilities of its officers and 
committees will be determined by the 
faculty of the College upon recom- 
mendation of the Executive Com- 
mittee of the School and after ap- 
proval by the faculties of the 
respective departments. 

"The main purpose of the School 
will be to coordinate activities of 
member departments within the Col- 
lege, to promote cooperation between 
those departments and biologists in 
other colleges of the University, and 
to advance the interests of those de- 
partments in relation to agencies out- 
side the University. It will administer 

the inter-departmental facilities that 
serve those departments. 

"(Among desirable results ex- 
pected to come from this new admin- 
istrative organization are : better and 
more economical undergraduate edu- 
cation in biology; improved integra- 
tion of graduate courses and cur- 
ricula; improved appointment and 
promotion procedures; better plan- 
ning and utilization of space; greater 
inter-departmental cooperation in 
research and advances towards new 
frontiers of biological investigation.) 

"The Chicago Professional Col- 
leges Senate has been consulted and 
approves the proposal. The Senate 
Coordinating Council indicates that 
no other Senate jurisdiction is in- 

Report on the President's Second Faculty Conference 

Copies of the Report on the Presi- 
dent's Second Faculty Conference 
have been distributed to all full-time 
members of the faculty through their 
academic departments. 

The conference was held March 
13-15, 1959, at Allerton House. 
Participants discussed various topics 
relating to the main theme of 
the conference, "The Intellectual 
Climate of the University." 

Additional copies of the Report on 

the President's Second Faculty Con- 
ference and the Abstract of Proceed- 
ings of the President's Faculty 
Conference held June 9, 1958 are 
available in the office of Dean Roy- 
den Dangerfield. Discussion at the 
1958 conference centered around the 
First Report of the University Study 
Committee on Future Programs. 

The President's Third Faculty 
Conference is scheduled for March 
18-20, 1960. The theme will be 

"The Intellectual Climate of the 
University, Part Two: The Stu- 
dent." Members of the Steering 
Committee for the forthcoming con- 
ference are Professors Rubin G. 
Cohn, chairman, Andrew M. Carter, 
Karl E. Gardner, James E. Gearien, 
Robert O. Harvey, Donald W. Rid- 
dle, George W. Swenson, George W. 
White, and Mr. George H. Bargh, 
secretary. Dean Royden Dangerfield 
serves as liaison with the President. 

b U— 


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NOV 21 Ibbi 


'^Freezing" of Capital Appropriations for 1959-1961 

No. 2, September 16, 1959 

Following is President Henry's Re- 
port to the Board of Trustees, July 
21, 1959, revised in the light of sub- 
sequent developments. In presenting 
this report the President emphasized 
that it "was not intended in any 
sense as a criticism of Governor 
Stratton's decision but rather an 
analysis of the situation in which we 
find ourselves." 

On July 8, 1959, Governor Wil- 
liam G. Stratton notified all State 
agencies that until January 1, 1960, 
"All General Revenue appropria- 
tions subject to release by the Gover- 
nor are hereby frozen until further 
notice." For the University of 
Illinois, this order applies to the 
$14,190,000 appropriated for capital 
improvements for the biennium of 

The appropriation of $14,190,000, 
out of an initial University request 
of $54,000,000, represents only ex- 
tremely urgent items from the point 
of view of present necessities. It 
includes additional funds for site ac- 
quisition for the Chicago Undergrad- 
uate Division and funds for planning 
and land acquisition for future build- 
ings on all campuses. It provides 
matching funds for gifts and grants 
to construct three small buildings, 
necessary utilities, remodeling for 
emergency space relief or to meet 

fire and safety standards, and the 
University's share of local public 

While the allocations do not allow 
for new major academic buildings to 
be occupied in less than four years, 
the University planned to be ready 
promptly to construct major build- 
ings when funds should become 
available in 1961 and to provide 
meanwhile for emergency space re- 
lief through remodeling. Further, 
the appropriation would enable the 
University to supplement its re- 
sources by matching funds ($1,000,- 
000) and additional bond revenue 
funds ($8,500,000). 

The "freezing" of the appropria- 
tions for a six-month period means 
that these developments cannot occur 
on the planned schedule. The Uni- 
versity will also face the possibility 
of higher bids at a later date and 
the dispersal of the labor force now 
available in the community. The 
serious results of the delay with re- 
gard to specific projects are outlined 
below : 

SYSTEM — $5,800,000 

A postponement of six months in 
starting these projects entails a one 
year delay in their completion. This 

delay results from the fact that the 
first step is construction of a cooling 
tower, and this work must be done 
during the winter when one of the 
present towers can be taken out of 
use. If the start of the work is de- 
layed until January 1, 1960, the 
whole project is set back one year 
with completion scheduled for Sep- 
tember, 1962, and the following 
buildings dependent upon the com- 
pletion of additional steam and 
power capacity must also be de- 
layed : 

Addition to Illini Union — $5,000,- 
000 (scheduled to start in October, 

1959 — completion, September, 

Addition to McKinley Hospital — 
$850,000 (scheduled to start in 
October, 1959 — completion, 
Spring, 1961) 

Student Services Building — $1,150,- 
000 (scheduled to start January, 

1960 — completion, 1962) 
Graduate Student Housing — $1,- 

500,000 (scheduled to start in 

Spring of 1960 — completion. Fall 

of 1961) 

The completion of the buildings 
now under construction will result 
in a critical overload on both heat- 
ing and power capacity so that the 
University may be faced with the 


necessity of operating under emer- 
gency conditions if any of the tur- 
bines break down or if there are 
extreme weather conditions. 

It will be necessary to restrict 
severely, if not eliminate, further in- 
stallations of air conditioning equip- 
ment because of power requirements. 

The construction of the third 
group of men's residence halls from 
loan funds will add to the existing 
limitation in steam and electric gen- 
erating capacity. The Assembly Hall 
will be completed in 1961. If utilities 
are not available until 1962, emer- 
gency heating and electric power 
services will be required during the 
first year of occupancy. At best 
these will be expensive and only 
partially effective. 

Preparation of detailed plans and 
specifications for the Chicago Under- 
graduate Division can be started 
from reappropriated funds. 


The construction of research facili- 
ties where State funds are matched 
by Federal grants from the National 
Institutes of Health must be de- 
ferred. Planning will be continued, 
and if State funds are released by 
January 1, 1960, the effect of the 
delay will be minimized. Construc- 
tion must be started prior to June 
30, 1960, or the Federal grants will 
be lost. 

The construction of the Labor and 
Industrial Relations Building will 
be delayed. Contributions totaling 
$200,000 are available to supplement 
the State appropriations and these 
funds can be used to continue plan- 
ning. The receiving of bids for con- 
struction, planned in the fall of 
1959, must be deferred. 

Air conditioning of the new 
Physics and Fine and Applied Arts 
buildings, urgently needed remodel- 

ing, public improvements in Urbana- 
Champaign and acquisition of land 
in Urbana-Champaign are other 
projects which must be postponed. 
Deferring of remodeling has impli- 
cations with regard to the effective- 
ness of the instructional and research 
programs which will be reported at 
a later date. 


In summary, the prospective delay 
in construction has serious implica- 
tions for the University's program. 
Even if the "freeze" is lifted after 
six months, present plans for expan- 
sion of research and instruction in 
certain areas will have to be recon- 
sidered. If the "freeze" persists into 
1960, major curtailments must be 

[Editor's Note: There will be a 
further report on this topic, when the 
situation is more clearly defined.] 

Use of University Facilities by Candidates for Public Office 


JUNE 23, 1959 

The University policy which has 
come to be known as "the political 
speakers ban" was established by the 
University Board of Trustees on De- 
cember 9, 1890, when the Board 
resolved: "that hereafter the Uni- 
versity buildings and grounds be not 
used for political purposes." Al- 
though numerous requests from Uni- 
versity groups for a change in Board 
policy have been made, only one 
modification has been adopted. On 
May 19, 1955, the Board decided to 
allow candidates for the offices of 
President and/or Vice President of 
the United States the use of Univer- 
sity facilities for appearing in person 
to speak on the campus. 

Requests for a broad change in 
policy on this subject have been 
made by the Student Senate, the 
University's undergraduate repre- 
sentative body at Urbana, in 1950; 
the University Senate (the Univer- 
sity faculty), in 1951; and the Stu- 
dent Senate again in 1955. None of 
these petitions was approved by the 
Board. A new resolution was made 
by the Student Senate in April, 1959, 
and adopted by the Urbana Univer- 
sity Senate in June. 


None of the petitions for modifica- 
tion contemplated a complete re- 
moval of limitations on political 

speakers. The requests have been, 
rather, for the permitting of candi 
dates for state or national office only, 
or those speaking in their behalf, 
who represent parties legally recog 
nized in Illinois, to use University 
facilities if their appearance is spon 
sored by a recognized student organi 
zation, a faculty group, or a Univer 
sity department. Candidates for local 
offices would not be permitted to 
speak on University premises, and 
political rallies would not be in 
order. Appropriate control regula- 
tions would be promulgated by the 
President. The latest Student Senate 
resolution provides that the modifi' 
cation be made for a three-year trial 

period, after which the Board would 
assess the results. 

The foregoing summarizes briefly 
the general history of the political 
speakers question. Substantive argu- 
ments can be advanced both in favor 
of modification and in favor of 
maintaining the status quo. 


In favor of modification, it can 
be argued that (a) political cam- 
paigning is a part of American life 
which college students should be en- 
couraged to consider carefully, and 
that it is inconsistent for the Univer- 
sity to urge participation in political 
affairs (through such agencies as the 
Citizenship Clearing House) and 
simultaneously erect barriers to such 
participation; (b) appearances of 
political speakers in the University 
community negates the effectiveness 
of the ban because the impression is 
frequently left that the speech was 
made on University property; (c) 
the ban furnishes a rallying point for 
opposition to the Board's position, 
while its elimination would not be 
likely to result in any mass appear- 
ance of political speakers on the 
campus; (d) the ban can result in 
anomalies which alienate student re- 
spect : for example, a political candi- 
date can buy television time and his 
address can be televised into the 
mini Union, but he cannot make the 
same speech in person in a Univer- 
sity building; similarly, a speech on 

the steps of the YMCA on Wright 
Street may be amplified so that stu- 
dents at windows in Lincoln Hall 
are part of the audience, but the 
same speech cannot be delivered in 
the Lincoln Hall Theatre. A dis- 
tinguished speaker may appear on 
campus at one time but later, as a 
candidate, he is not allowed to do so. 


On the other hand, the University 
is jealous of its non-partisan and 
non-political position, and surely 
must guard against any break in this 
pattern. It would be difficult in all 
instances to assure equal treatment 
and facilities to candidates because 
of previously scheduled conflicting 
University events. Moreover, the 
very arguments advanced in favor of 
modification can be reversed in favor 
of the status quo. If off-campus 
facilities are now virtually as con- 
venient as University facilities, why 
not continue the arrangement? 
Again, if no frequent appearance of 
political speakers is expected, why 
should the ban be a matter of con- 
cern? Finally, no matter how close 
to the campus a speech is made, if 
it is not made on University grounds, 
the University has no responsibility 
for it. 

Perhaps the basic point is that we 
are trying to have students under- 
stand that politics belong to the 
people and that the politician be- 

longs to a calling of vital importance 
to the common welfare. A univer- 
sity ought to be able to arrange for 
its students to hear political speakers 
without becoming involved institu- 
tionally in political action. 


I believe the time has come when 
the University of Illinois should at- 
tempt to broaden its practice in ar- 
ranging for political speakers, as 
suggested in the resolution of the 
Senate of the Urbana campus, and 
I recommend that the Board ap- 
prove that resolution, as follows: 

"That the Urbana-Champaign 
Senate of the University of Illinois 
favors the use, on a trial basis, of 
University buildings, grounds, and 
facilities by candidates for nomina- 
tion or election to statewide or na- 
tional offices for the academic years 
1959-60 and 1960-61 subject, at the 
end of this period, to review, revi- 
sion, or repeal by the Board of 

The authorization here requested 
would apply to another campus of 
the University only with the concur- 
rence of its Senate. 

I also recommend that the Presi- 
dent be authorized to promulgate 
appropriate rules and regulations 
consistent with those governing the 
appearance of other speakers on the 
campus and consistent with the edu- 
cational objectives of the University. 

Rules for the Use of University Facilities by Candidates for Public Office 

The Board of Trustees has author- 
ized the President to promulgate 
rules and regulations pertaining to 
the use of University facilities by 
political speakers. President Henry 
requested the Committee on Visit- 

ing Speakers to accept responsibility 
for the formulation of such rules 
and regulations. The Committee 
accepted the assignment and the 
regulations formulated have been 
approved. Wherever possible, they 

parallel regulations for other types 
of visiting speakers. 

Pertinent rules and regulations 
follow : 

"The University Committee on 
Visiting Speakers will approve, on 

application, speakers who are official 
candidates for nomination or elec- 
tion to statewide or national political 
office where the following criteria are 

A. The event is sponsored by a 
division, department, institute, col- 
lege or other administrative unit of 
the University, or by an officially 
recognized student organization. 

B. The political party with which 
the candidate is affiliated is legal in 
the State of Illinois. 

C. The event is planned to serve 
an educational purpose. 


The committee will interpret 
'statewide' office as including officials 
of the State of Illinois chosen by the 
electorate of the entire state. 

An 'official' candidate for nomi- 

nation to statewide office is one who 
has been certified by the State Elec- 
tions Board. 

'National' office will be interpreted 
to include elective executive and 
legislative officials of the United 
State Government. 

Incumbent officials: Incumbent 
officials of statewide and national 
political office, who are not presently 
candidates for nomination or election 
to office, will be treated as visiting 
speakers under Title I of the present 


The term 'visiting speaker' as used 
in these regulations refers to speak- 
ers other than students, members of 
the faculty, and members of the 
staffs of organizations housed in Uni- 
versity buildings. 

The Committee on Visiting Speak- 
ers retains the right to determine 
the applicability and interpretation 
of these regulations. They are sub- 
ject to change by the Committee 
with the approval of the President. 


Sponsors of political candidates 
will file with the reservations office in 
the mini Union both a form for 
space and a form for political candi- 
dates. The latter will be forwarded 
by the reservations office directly to 
the Chairman of the Committee on 
Visiting Speakers. 

Sponsors of visiting speakers or 
political candidates should make ap- 
plication so as to give adequate time 
for consideration by the Committee 
on Visiting Speakers." 

The Faculty Letter 

The Faculty Letter has been ini- 
tiated to inform the faculty about 
subjects of current importance. 

The Faculty Letter is not intended 
to be a magazine or a house organ. 
It simply relays to the faculty the 
full text or a summary of a number 
of items of general University inter- 
est. In certain instances complete 

reports will be presented on topics 
which have had prior notice in the 

Although official statements will 
occasionally be included, the Fac- 
ulty Letter does not supplant the 
Calendar or Official Notices from 
the office of the Vice-President and 

Suggestions as to subjects in which 
there is wide interest will be welcome 
and may be filed with George H. 
Bargh, Administrative Assistant, Of- 
fice of the President, or Mrs. Eunice 
C. Parker, Research Associate, Office 
of the President, who will assemble 
the material for publication in the 
Faculty Letter. 

«0- ^-o^J^ 






No. 3, October 22, 1959 

University Building Program Committee Reconstituted 


The University Building Program 
Committee was established in 1935 
and has advised the Provost and the 
President on priorities for new build- 
ing construction, campus planning, 
including site selection, building 
planning and design. The actions of 
the Board of Trustees have been 
heavily influenced by the recom- 
mendations made by this Committee. 

The Committee has been ap- 
pointed biennially by the President 
and has included seven members 
from the Urbana-Champaign cam- 
pus, two from the Chicago Profes- 
sional Colleges, and one from the 
Chicago Undergraduate Division. 
However, the members on the Com- 
mittee were asked to serve "at large" 
rather than as representatives of 
their college or campus. 

While the University Building 
Program Committee has been very 
helpful, it appears that its organiza- 
tion should be changed, for the fol- 
lowing reasons: 

1. All of the major administrative 
units have not been included in the 
background of the members. This 
has sometimes resulted in a break- 
down in communication, with conse- 
quent misunderstanding. 

2. The Committee reports that it 
has not stimulated long-range plan- 
ning in all of the administrative 

3. One of the largest phases of the 
construction program in the next ten 
years will be the relocation of the 

Chicago Undergraduate Division. 
Having only one member from the 
Chicago Undergraduate Division 
does not adequately provide for 
communication with that campus. 

4. Regular attendance by members 
of the Chicago departments has not 
been practical when the agenda 
often included only a few, if any, 
items for their campuses. 

The appointments to the Univer- 
sity Building Program Committee 
terminate August 1, 1959. In order 
to eliminate or minimize the nega- 
tive factors outlined above, the fol- 
lowing arrangement will become 
effective September 1, 1959. 

1. A Campus Planning Committee 
will be maintained for each campus 
(Urbana-Champaign, Chicago Pro- 
fessional Colleges, and Chicago Un- 
dergraduate Division) . The recom- 
mendations of each committee will 
be submitted to the Provost. The 
committee of the Chicago Profes- 
sional Colleges will submit its rec- 
ommendations through the Vice 
President and the committee of the 
Chicago Undergraduate Division 
through the Executive Dean. Re- 
sponsibilities of the committees at the 
Chicago Professional Colleges and at 
Urbana-Champaign will include 
recommendations on: 

a. Establishment of local campus 
planning policies and procedures. 

b. Site recommendations for new 

c. Space allocations for new build- 

ings and reassignment of existing 

d. Consideration and formulation 
of recommendations on the material 
presented to the committees by the 
Physical Plant Department. 

At the Chicago Undergraduate 
Division the Executive Dean will 
appoint a Campus Planning Com- 
mittee to deal with space allocation 
and related topics with reference to 
present facilities. This Committee 
will also express departmental and 
faculty points of view to the interim 
Planning Committee noted in the 
next paragraph. 

Because the relocation of the Chi- 
cago Undergraduate Division and 
the construction of facilities for four- 
year programs represent University- 
wide interests and responsibilities, I 
have appointed an interim ad hoc 
committee to advise on these sub- 
jects. It has membership from both 
the Urbana-Champaign campus and 
the Chicago Undergraduate Divi- 
sion. The recommendations of this 
special committee will be made to 
the Provost through the Executive 

When the new campus is occupied 
and full four-year programs devel- 
oped, a continuing campus planning 
committee will be organized with 
responsibilities and duties compar- 
able to those of the other two 

2. I request the deans or direc- 
tors of the following administrative 


units at Urbana-Champaign which 
have major building programs 
ahead, to designate representatives 
to this Campus Planning Commit- 
tee: [Editor's Note: Units have 
now appointed representatives as 
listed below.] 


Thomas S. Hamilton 


Dorothy Litherland 


Rupert Evans 

Ross J. Martin 


Norman W. Johnson 

Fine and Applied Arts 
Allen S. Weller 

Graduate College 
Austin Ranney 

Journalism and Communications 
Frank E. Schooley 

Liberal Arts and Sciences 
Herbert A. Laitinen 


Arnold H. Trotier 

Physical Education and Athletics 
Allen V. Sapora 

Student Services 
Fred H. Turner 

Veterinary Medicine 
Lyle E. Hanson 

Administrative Services 
Royden Dangerfield 

Such appointments should be 
made with the understanding that 
the designated representative of a 
college or unit will be the chairman 
of its planning committee if one is 
established. The Dean of Students 
will represent Student Services. I 
shall designate a representative for 
the general University administrative 
offices. Others may be added from 
units not included, if representation 
is requested. 

The members of the Campus 
Planning Committee will be ex- 
pected to speak for the college or 
administrative units which they 

3. A University Building Program 
Committee advisory to the Provost 
and the President will be appointed 

Coordinator of Instructional Television 

Nearly two years ago there was ap- 
pointed a University Committee to 
direct planning and research in in- 
structional television. Under this 
Committee, there has been consider- 
able experimentation in the instruc- 
tional uses of television. 

The Committee's recommendation 
for full-time professional service was 
approved last spring and in the sum- 
mer Dr. Charles J. Mclntyre was ap- 
pointed Coordinator of Instructional 
Television, with the rank of Associ- 
ate Professor, in the Office of the 

Professor Mclntyre comes to the 
University from the position of Chief 
of the Instructional Procedures and 
Evaluation Branch of the Education 
Division in the Office of Armed 
Forces Information and Education of 

the Department of Defense. He also 
had experience in television and mo- 
tion picture research, production, 
and utilization at the Pennsylvania 
State University as well as in Wash- 

Professor Mclntyre' s responsibil- 
ities fall into four categories: 

( 1 ) to advise the Committee and 
the administration on all matters 
pertaining to the use of television 
for instruction, to related research, 
and to the acquisition and disposi- 
tion of facilities for this purpose; 

(2) to execute policies developed 
with the Committee to Direct Plan- 
ning and Research in Instructional 
Television ; 

(3) to advise and assist the faculty 
with matters pertaining to instruc- 
tional television; 

biennially by the President. Each 
campus will have representation on 
this Committee, with the chairman 
of the Urbana-Champaign Campus 
Planning Committee serving as 
chairman of the University Com- 

The Committee will have the re- 
sponsibility of recommending: 

a. Planning standards which will 
be applicable to all campuses. 

b. Priorities for the biennial build- 
ing program for all campuses. 

c. A composite long-range Uni- 
versity building program. 

d. Actions on other matters re- 
ferred by the President or Provost. 

The following members of the ad- 
ministrative staff will serve in a staff 
capacity to the Urbana-Champaign 
Committee and to the University 
Building Program Committee, and 
will attend meetings of both: 

C. S. Havens 
E. L. Stouffer 
H. D. Bareither 
J. V. Edsall 

D. C. Neville 

David D. Henry 

(4) to serve as liaison between the 
faculty and the Television-Motion 
Picture Unit. 

On August 13 Professor Mclntyre 
wrote as follows to Deans, Directors 
and Department Heads regarding his 

"Over the past several years vari- 
ous departments of the University 
have indicated an interest in study- 
ing the use of TV for improving 
instruction by enabling senior stafTl 
to reach more students in those 
courses or parts of courses that are 
appropriate for television; by incor- 
porating films, demonstrations an 
other instructional aids which usuall; 
are not feasible to present otherwise d 
and by enabling students better t 
see experiments, demonstrations, an 
processes which normally cannot b 

shown effectively because of size, lo- 
cation, set-up time, or other reasons. 
Television also seems likely to prove 
a valuable tool for research, and 
some departments have indicated an 
interest in that application. 

"The primary purpose of this letter 
is to let the faculty know what facil- 
ities are now or soon to be available 
and to invite use of them. 

a. The mobile unit: All elements 
except the cameras and portable lights 
are truck-mounted. The unit can go 
almost anywhere on campus and set up 
an adequate closed-circuit facility in 
about an hour. It is particularly useful 
for showing demonstrations and experi- 
ments to large groups. 

b. The closed-circuit facility: An 
originating 'studio' with several con- 
nected classrooms is to be established 
in the English Building. The originating 
room will be available at all times, the 
classrooms occasionally. Cable connec- 
tion from the studio to classrooms in 
other buildings is also a possibility. This 
facility will provide a good opportunity 
to experiment with televised instruction 

in a fairly realistic situation and in 
relative privacy (as compared to broad- 
cast TV). It will also provide a place 
for research on instruction involving 

c. The video-tape recorder: This ma- 
chine, which should arrive in a few 
months, permits low-cost, high quality 
television recording. A tape can be 
played back immediately, enabling the 
instructor to review and, if necessary, 
revise his presentation; it can be run 
any number of times, permitting a les- 
son to be rebroadcast as convenient; it 
can be broadcast from other stations 
having similar machines; and it can be 
erased and re-used, releasing the eco- 
nomic pressure to retain a lesson, once 
recorded, despite educational deficien- 
cies. Initially, we will not be able to 
record material originated anywhere 
other than in the WILL-TV studio. 
However it will be technically feasible 
to establish microwave contact between 
the mobile unit and the recorder should 
this be necessary. 

d. WILL-TV: The University's tele- 
vision station provides production and 
limited-range broadcast facilities. 

e. Staff: The television service staff 

consists of people knowledgeable in the 
problems of television instruction. Their 
orientation is one of service to the fac- 
ulty. The teacher will retain full con- 
trol of the teaching situation with the 
television staff assisting him in adjusting 
to the somewhat different conditions of 
television teaching. 

f. Financial resources: It is my re- 
sponsibility to provide the television 
facility, production assistants and similar 
resources. The departments usually 
must provide staff time. An instructor 
developing a course for the first time 
on television probably should have an 
assistant, and neither of them should 
have other major commitments. The 
Ford Foundation occasionally provides 
funds to pay for the released time of 
instructors. We now have such funds 
for two courses and may be able to 
obtain more later. 

"This, briefly, is our present status 
and immediate outlook. If there is 
something here which suggests an 
application to your instructional or 
research problems, I shall be happy 
to discuss them with you." 

The University of Illinois Library 

Excerpts from the 1958-59 report 
by the Champaign-Urbana Senate 
Committee on the Library presented 
at the meeting of the Champaign- 
Urbana Senate, October 12, 1959. 
The complete report has been dis- 
tributed to members of the Senate 
present at the meeting and to all 
Deans, Directors and Department 


At the end of the fiscal year, June 
30, 1959, the Library held 2,980,934 
fully cataloged volumes in Urbana, 
and 228,470 in the two Chicago di- 
visions, altogether 3,209,404 volumes, 
or a net increase of 83,522 over the 
previous year. The total cost of 
materials purchased on the three 
campuses was approximately $540,- 
000, to which should be added ex- 
tensive collection of books, journals, 
pamphlets, maps, music scores, 
manuscripts, and other items re- 
ceived by gift and exchange. 


The University of Illinois Founda- 
tion's substantial aid toward the 
enrichment of library resources in- 
cluded a $9,000 payment for the 
Hollander Collection described in 
last year's report, and a fourth pay- 
ment of $6,000 for the Carl Sand- 
burg Library. 

Ernest Ingold of San Francisco, 
class of 1909, continued to add to 
the Ernest Ingold Shakespeare Col- 
lection, selecting titles from English 
bookdealers' catalogs and bidding at 
auction in San Francisco, procuring 
a total of fifty-eight volumes during 
the year. 

Gifts from faculty members, stu- 
dents, alumni, and friends of the 
University were numerous. These 
are noted in an appendix to the 
complete report. 


At the end of the report year, the 
Library had exchange arrangements 

with 3,136 institutions and organi- 
zations in the United States and 
foreign countries. A total of 33,237 
copies of University of Illinois pub- 
lications, produced by the Press, the 
Experiment Stations, and other Uni- 
versity divisions, were sent to acad- 
emies, societies, museums, observa- 
tories, universities, and other types 
of institutions in exchange for their 


The Library continued its active 
participation in the "Farmington 
Plan," a cooperative project spon- 
sored by the Association of Research 
Libraries for the acquisition by 
American libraries of all books of 
research value published abroad. 
Among the important subject fields 
assigned to Illinois are French litera- 
ture and language, Italian language, 
Spanish literature, and certain 
branches of engineering. The year's 
receipts at Illinois numbered 2,228 

items. Total receipts by the Library 
since the Farmington Plan was in- 
augurated in 1948 have been 21,618 


The year's total recorded use of 
books on the Urbana campus ex- 
ceeded the million mark for the first 
time since 1950-51. Circulation 
figures of 1,023,621 represent an in- 
crease of 45,059 over recorded use 
for the previous year ^ an increase 
that can be accounted for only in 
part by increased enrollment. It 
appears to be a continuation of the 
trend noted in last year's report, per- 
haps reflecting an intensification of 
student application and changes in 
teaching methods. A significant as- 
pect of the increase is that it oc- 
curred principally in student general 
circulation rather than in reserve 
book circulation, i.e., required read- 
ing. Circulation to the faculty rose 
from 78,541 to 82,941. 

All except seven of the Library's 
thirty-two public service units 
showed substantial growth in use. 
Large increases were noted in Clas- 
sics (75 percent). Agriculture (30 
percent). University High (25 per- 
cent) , and many units reported in- 
creases of at least ten percent. 

Circulation figures, however, indi- 
cate only a part of the services 
actually performed by the Library, 
since much use is through direct 
consultation of materials in open- 
shelf collections and through infor- 
mational and research assistance 
provided in person, by telephone, or 
by correspondence in all the public 
service departments. 


A major event in the growth of 
the Library during the past year was 
the completion of the seventh addi- 
tion to the building, adding a half- 
million volumes to the capacity of 
the bookstack. Construction was 
finished in November and subse- 
quently about two million volumes 

were shifted and rearranged. In- 
cluded in the new unit are ninety- 
nine study carrels. 

New or expanded quarters in 
other areas were under construction. 
The new Biology Library was sched- 
uled to be occupied in the summer 
of 1959, and the new Physics Li- 
brary was expected to be ready for 
use by the beginning of the fall 
semester. Construction of expanded 
space for the Music Library began 
and was also to be completed in the 
fall of 1959. Additional space was 
assigned to the Map and Geography 
Library to relieve overcrowded con- 
ditions. A more convenient arrange- 
ment of materials and more shelf 
space in the Education Library pro- 
vided a better atmosphere for study 


The Library of Medical Sciences 
added 4,469 volumes during the year 
to increase its total holdings to 137,- 
113 volumes, a growth of 35,000 
volumes in the last decade. Of 
major importance in a medical col- 
lection are the journals; the Library 
currently received 1,300 serial titles, 
including eighty-one new subscrip- 
tions. The transfer of the Chicago 
division of the School of Social 
Work to the Professional Colleges 
campus required expansion of the 
Library's resources, both of books 
and journals, in that field. 


In its acquisition program the Chi- 
cago Undergraduate Division Li- 
brary cataloged 6,155 volumes, end- 
ing the year with total holdings of 
91,357 volumes. The collection was 
divided as follows: circulating, 
72,042; reference, 7,981; and bound 
periodicals, 11,382. There were 804 
periodicals currently received. The 
collection also included 1,520 micro- 
film reels, 21,508 maps, 196 prints, 
872 sound recordings, 2,979 micro- 

cards, 9,838 microprints, and 13,534 

The Library's total book circula- 
tion, 55,222, represented an increase 
of over nine percent above the pre- 
vious year — considerably larger 
than the growth of enrollment at 
the Chicago Undergraduate Divi- 
sion. A substantial portion of the 
increase in circulation was for home 
use of books by both students and 
faculty. The number of reference 
questions was nearly a third higher 
than for 1957-58. The use of micro- 
film, microcards, and microprints 
grew to such an extent as to place 
considerable strain on available 
equipment. The new Listening 
Room attracted some 4,500 group 
listeners for musical programs, and 
in addition there were several thou- 
sand individual listeners in the Fine 
Arts Reading Room, and over two 
thousand who used the foreign- 
language tape-listening facilities in 
the Main Reading Room. 


At the end of the report year, 
there were 273 library staff positions, 
academic and nonacademic, on the 
three campuses: 234 at Urbana, 14 
at the Professional Colleges, and 25 
at the Chicago Undergraduate Divi- 
sion. Of the total, 145 are academic 
and 128 nonacademic positions. In 
addition, over 200 student assistants 
were regularly employed on a part- 
time basis. 

Note: There are appended to the 
complete report several tables show- 
ing the allocation of book funds, the 
size, growth, and the recorded use 
of the Library. 

E. H. Davidson, Chairman 

W. S. Goldthwaite 

D. Gottlieb 

N. D. Levine 

H. L. Newcomer 

T. W. Price 

Report prepared by R. B. Downs, 
Dean of Library Administration 

Ul OioLt 



BKwtRsnY OF mm\i 

No. 4, December 3, 1959 

State Bond Issue for Institutions of iMgHer ^Eaucation 


I The 71st General Assembly ap- 
proved submitting to the people of 
the State in the general elections in 
the fall of 1960 two bond issues, the 
proceeds of one in the amount of 
$195 million to be used to finance 
the construction of buildings and 
'facilities at State-supported institu- 
tions of higher education. The six 
• State schools included under this 
bond issue are: the University of 
Illinois, Southern Illinois University, 
Western Illinois University, Eastern 
Illinois University, Northern Illinois 
•University and Illinois State Normal 
University. The proceeds of the 
other issue ($150,000,000) are to 
be used to finance construction of 
additional facilities for the Depart- 
ment of Public Welfare. 

You will recall that the previous 
General Assembly approved submit- 
ting a single bond issue in the 
.amount of $248,000,000 to the 
people of the State in the general 
elections in the fall of 1958. In- 
cluded in this total was $167,000,000 
to finance construction of facilities 
at these same institutions and $81,- 
000,000 for facilities for the Depart- 
ment of Public Welfare. The amount 
proposed two years ago, as is true 
now, was intended to only partially 
meet the needs. The amounts pro- 
posed now will go further in meet- 
ing the total need. The people of 
the State voted favorably upon the 
earlier proposal in that a majority 

of those people voting on the ques- 
tion were in favor of the program. 
However, because of the constitu- 
tional requirement that a referendum 
can be approved only by an affirma- 
tive vote of a majority of the people 
voting in the election, the proposal 
failed since an insufficient number 
of people expressed their favorable 
opinion on the question. Nearly 
700,000 persons voting in the elec- 
tion failed to express their preference 
on this vital question. 


The people of the State will be 
asked to vote on whether they 
authorize the State to issue up to 
$195,000,000 in general obligation 
bonds of the State with the proceeds 
to be used for the construction of fa- 
cilities at the six State-supported in- 
stitutions of higher education. The 
$195,000,000 is not allocated by in- 
stitutions. The procedure which 
must be followed is that the pro- 
ceeds of any bond sales will be de- 
posited in a special fund in the 
State Treasury with the General As- 
sembly making allocations out of this 
fund to the various institutions by 
specific acts of the Legislature. The 
fund could be used by the General 
Assembly only for allocations for 
buildings at these institutions, and 
the fund could not be used by the 
institutions without specific action 

of the General Assembly. There 
would be no lump sum allocations 
to institutions, only specific alloca- 
tions for specific buildings. These 
would be approved only after the 
usual procedures followed in ap- 
proving any appropriation of State 


There are in reality two needs. 
They are closely related and, in a 
University, should be developed 
simultaneously. These are : the need 
for additional facilities for instruc- 
tional classrooms, laboratories, and 
offices, and additional facilities to 
develop and enlarge research activi- 
ties, an essential part of any instruc- 
tional program. 

First, the need for instructional 
space. This fall, there are approxi- 
mately 485,000 youths of college age 
(18 to 21) in the State of Illinois. 
185,000 are enrolled in an institu- 
tion of higher education in the State 
of Illinois. 52,000 are in the six 
State-supported institutions and 133,- 
000 are enrolled in private schools 
of higher education and junior col- 
leges. In the fall of 1969, there will 
be 750,000 college age youths in the 
State of Illinois. This projection is 
based upon people now alive, and 
therefore it is statistically reliable. If 
the trends of the past are continued, 
and there is no reason to believe 
that they will be altered, and if 

facilities are available, 300,000 will 
be enrolled in institutions of higher 
education in Illinois, of which ap- 
proximately 100,000 will be in the 
State institutions of higher educa- 
tion, and 200,000 in private colleges 
or universities and junior colleges. 
The need, therefore, is to accommo- 
date an additional 48,000 students in 
State-supported institutions of higher 
education, and 67,000 at private in- 
stitutions and junior colleges. I shall 
discuss this further later on, but be- 
fore leaving the topic of need let me 
say a few words about the need for 
research facilities. 

The University of Illinois presently 
receives about $1,000,000 a month 
from industry, private foundations, 
and the Federal Government for the 
purpose of carrying on research 
activities on many different fronts. 
These funds provide for the operat- 
ing expenses of the research pro- 
gram. There has been in recent 
years a substantial increase in the 
availability of such funds as the 
nation has become more aware of 
the importance of promoting re- 
search activities. The program at the 
University of Illinois could be fur- 
ther expanded, but facilities in which 
to house these activities must be se- 
cured before the University can 
accept additional research programs, 
even though their acceptance in- 
volves full reimbursement for the 
operating costs of the program. We 
are now at the point where ideas of 
faculty people which can be financed 
by other than State funds cannot be 
explored because of lack of facilities. 
This means that the research pro- 
grams in diseases of agricultural 
crops, diseases of farm animals, ex- 
ploration of new chemicals, educa- 
tion of the mentally retarded, the 
advancement of methods of teaching, 
such as the work which has been 
done in the teaching of mathematics, 
developments in engineering, physics, 
nuclear engineering, medicine, bio- 
chemistry and in many other 
fields cannot be promoted and ad- 
vanced, even though operating funds 

are available, unless additional facili- 
ties are provided. The nation has 
been concerned, and rightfully so, by 
what appears to be the rapid ad- 
vances made by Russia in scientific 
discoveries and the education of 
scientists. Whatever lag there has 
been in the United States will be 
exaggerated if research facilities es- 
sential to these activities are not 
made available. 

To return to the figures on enroll- 
ments. ^ — I told you that by 1969, 
based on past trends, 300,000 stu- 
dents will be enrolled in institutions 
of higher education, 100,000 in 
State-supported institutions, and 
200,000 in private schools and junior 
colleges. This represents an increase 
of 48,000 in State schools, and 67,- 
000 in private schools and junior 
colleges. We are concerned here 
with the development of facilities at 
State-supported institutions of higher 
education. I point out, however, 
that if private schools and junior 
colleges do not accept the 67,000, 
then the demand at State-supported 
schools will be correspondingly in- 
creased. Some have expressed con- 
cern that we are building at State- 
supported schools in a way which 
will result in serious competition 
to the private schools or that ex- 
pansion is unnecessary because junior 
colleges will take care of the in- 
crease. It should be noted that the 
increase projected for the State- 
supported institutions assumes that 
both private institutions and junior 
colleges will expand and be able to 
accommodate an additional 67,000 

But to return to the problem of 
the State-supported institutions. — 
There are presently enrolled in these 
institutions approximately 52,000 
students. The need is for facilities 
that will be adequate to house 
100,000 by 1969, an addition of 
48,000 students. What happens if 
facilities are not available? To an- 
swer that question, we must try to 
determine what can be considered as 
the capacity of the six State- 

supported institutions. Capacity is a 
flexible concept. The interest in 
youth and the strong desire to ac- 
commodate all who come has re- 
quired in the past and will continue 
to require adoption of all possible 
means of squeezing one more in. It 
means early and late schedules; it 
means the use of buildings during the 
customary meal hours; it means use 
of temporary facilities, such as houses, 
barracks, etc. But there is a point 
at which the adoption of even un- 
usual procedures means a decline in 
the quality of instruction to the 
point that additional enrollments are 
not possible. This point is not 
reached simultaneously in all divi- 
sions of the University because ca- 
pacity will vary. Presently the 
University of Illinois must limit en- 
rollment in some areas, such as 
Veterinary Medicine, the College of 
Medicine, and Architecture, because 
of lack of facilities. As enrollment 
increases, other divisions will be 
added in which enrollment has to be 
curtailed, and as divisions are added 
there will be resultant curtailment in 
other divisions. For instance, cur- 
tailment of enrollment in chemistry 
will have widespread ramifications. 
Students in agriculture, pre-medicine, 
pre-dentistry, engineering, and many 
other curricula will be limited in 
number. Hence, attempting to arrive 
at what might be termed capacity 
of the six State-supported institutions 
is difficult. 

Studies are now under way which 
will attempt to define with some 
precision the capacity of the six 
State-supported institutions. These 
studies will be based on 1959 fall 
enrollments. But for our purpose 
today, in attempting to show the 
scope of the problem, permit me to 
make some rough computations. 

We already know, that under 
the funds that are now available, the 
earliest any new major building can 
be put into use on any of the cam- 
puses of the six State-supported insti- 
tutions will be the fall of 1963. This 
assumes the approval and release of 




funds by the next Legislature, with 
construction beginning in the sum- 
mer of 1961 and completion sched- 
uled for the fall of 1963. But since 
it is the earliest at which any build- 
ing can be obtained, let us assume 
that schools will be able to accom- 
modate students desiring to enter up 
to this date. Hence, enrollment in 
1962-63 might be used for purposes 
of defining capacity. The enrollment 
projection for the year 1962-63 is 
approximately 60,000 in the six 
State-supported institutions. Using 
this as capacity, it means that if no 
additional buildings are constructed 
at State institutions by 1969, 40,000 
college age youths must be denied 

Obviously, this extreme situation 
will not occur. There will be some 
development, but without a major 
effort, it will be inadequate. 

These are sobering figures when 
considered in the cold light of statis- 
tics; but interpreting them in more 
personal experiences — in terms of 
one's own children or grandchildren 
— they are even more alarming. 


There are some who grant the 
need, believe it should be met, but 
who question the desirability of a 
bond issue as a method of financing 
this construction. They point out 
"Why not pay as you go?" We 
would all agree that "pay as you 
go" is a fine program. It is the least 
expensive, and one does not have to 
worry about future obligations. We 
have all faced the problem in our 
personal lives. The State's problem 
arises out of an accumulation over 
many years of building needs as well 
as an unprecedented rate of increase 
in the college age population. This 
combination means that funds are 
needed for expansion in a relatively 
short period of time, and it is neither 
I logical nor reasonable to expect that 
the State could adequately increase 
its revenues over this short period 
of time to raise sufficient funds 
through current receipts. 

We can add that it will not be 
done that way. The State of Illinois 
has a long history and tradition of 
good support to education. The rec- 
ord demonstrates this. But the needs 
of higher education represent only 
one of many needs which confront 
the State government. During the 
last ten years, appropriations from 
the general revenue for all State 
agencies have nearly doubled. The 
State budget for the current bien- 
nium out of general revenue funds 
is over $1,200,000,000, which rep- 
resents an increase of more than 
$200,000,000 over the preceding 
biennium. Yet even though the Leg- 
islature was willing to authorize these 
appropriations, it was unable to ap- 
prove adequate resources to support 
these appropriations. Hence, because 
funds are not available, work has not 
been possible on approximately $62,- 
000,000 of appropriations made to 
all State agencies for building pur- 
poses. Included in this $62,000,000 
is $26,365,000 for capital improve- 
ments at State-supported institutions, 
on which no work has been started 
because the funds have not been 

I am sure that if the General 
Assembly had felt it possible to se- 
cure the funds through direct appro- 
priations for the necessary expansion 
of facilities at educational institu- 
tions, they would have started this 
program at the last session of the 
General Assembly. But they realize 
the difficulties which confront them 
and the needs in many areas for 
which additional funds must be 
found and recognize the only way in 
which this need of higher education 
can be practically met is through a 
bond issue and hence approved re- 
submitting to the people of the State 
a new proposal for issuing bonds to 
finance this construction. "Pay as you 
go" is fine so long as it is practical. 
There is no reason to believe that 
the need will be met in this way in 
the State of Illinois, nor is there any 
reason to believe that current reve- 
nues should be increased to the point 

they are adequate to meet such an 
unprecedented need. 


Expensive is a relative word. The 
costs have to be evaluated with the 
urgency and importance of need. 
The total expenditure for the nation 
for liquor and tobacco is over $15 
billion, about four times the amount 
spent on higher education. As a 
nation, we spend over $300 million 
for an atomic powered carrier, and 
so on with many illustrations. Are 
these too expensive? 

It is obvious that to borrow in- 
volves additional costs for interest 
which must be paid. One cannot 
predict what the interest market will 
be when these bonds are sold, but as 
general obligation bonds of the State 
of Illinois it is not unreasonable to 
anticipate an interest rate of 3%. 
The highest rate which can be paid 
under the authority is 4%, and the 
annual cost to the State, including 
both principal and interest on $195,- 
000,000 would be $11,200,000 if it 
is a 3% rate and $12,500,000 at a 
4% rate for a period of 25 years. 
This means a per capita cost per 
year of $1.13 to $1.25, again depend- 
ing upon the interest rate. Is $1.13 
per person per year too expensive if 
it means that our sons and daugh- 
ters can go to college? 

One must not overlook the fact 
that if the alternative is between 
building now and delaying until the 
future, the increase in construction 
costs, if the trends of the past con- 
tinue (and there is no reason to be- 
lieve they will be reversed) , will 
offset the costs of interests. 


I would guess that more people 
who voted against the last proposal 
were motivated by their fears of 
additional property tax than any 
other single factor. They were con- 
cerned, in spite of assurances given 
by the State Administration that 
there was no intention that a 
property tax would be assessed, be- 

cause they were told by others that 
a tax could be assessed. What are 
the facts? The proposal as approved 
by the General Assembly, includes 
this statement: 

"Each year, after this Act becomes 
fully operative, and until all of the 
bonds issued as herein provided have 
been retired, there is levied a direct 
annual tax upon all real and per- 
sonal property in this State subject 
to taxation for such amount as shall 
be necessary and sufficient to pay the 
interest annually as it shall accrue, 
on all bonds issued under the provi- 
sions of this Act and also to pay and 
discharge the principal of such bonds 
at par value, as such bonds fall due; 
and the amounts of such direct an- 
nual tax shall be appropriated for 
that specific purpose. 

"The proceeds of this tax shall be 
paid into the Universities Building 
Bond Retirement and Interest Fund 
in the State treasury. 

"The required rate of such direct 
annual tax shall be fixed each year 
by the officers charged by law with 
fixing the rate for State taxes on the 
valuation of real and personal prop- 
erty in this State subject to taxation 
in accordance with the provisions of 
the statutes in such cases: provided, 
however, that if money has been 
transferred from the General Reve- 
nue Fund to the Universities Build- 
ing Bond Retirement and Interest 
Fund for the same purpose for which 
said direct annual tax is levied and 
imposed then said officers shall in 
fixing the rate of said direct annual 
tax make proper allowance in the 
amount of money so transferred in 
reduction of the tax levied under this 
Section and the tax levied under this 
Section shall he abated in that 
amount." (Italics added.) 

The Constitution of the State of 
Illinois requires that when a bond 
issue is approved, there must be 
pledged a specific tax for the pur- 

poses of retiring that bond issue. In 
this case, the General Assembly, 
which intended to meet the payments 
of interest and principal out of gen- 
eral revenue of the State within the 
existing tax structure, pledged the 
State property tax, which is presently 
on the books and could be assessed, 
in the event other revenues proved to 
be inadequate. This met the con- 
stitutional requirement for the pledg- 
ing of a specific tax, but the Legis- 
lature has given no indication by 
past or present actions that they 
would intend to levy a State prop- 
erty tax. The present situation backs 
this up. The State has $62,000,000 
of appropriations on the record 
which cannot be released and work 
started because funds are not avail- 
able. Why isn't the State property 
tax assessed? It could be and work 
could proceed. I think the answer 
is that 'the State will not resort to 
this kind of an assessment. In view- 
ing the total needs for interest and 
principal payments under the bond 
issue in relationship to the total 
revenue of the State, there is. no rea- 
son to believe that the State will ever 
have to resort to assessing a State 
property tax in order to raise these 
funds. The amount required is less 
than 2% of the general revenue of 
the State. 

I am afraid my message has 
been a gloomy one. It isn't a bright, 
optimistic picture, because the facts 
do not justify such an outlook. The 
picture isn't completely dark. Illi- 
nois is a prosperous State. Among 
the states, it ranks sixth in per capita 
income^ yet in support of higher 
education, it ranks 39th in current 
expenditures of state institutions as 
a percentage of the personal income 
of the people. It ranks 40th in the 
total state revenue per capita. In 
short, there is the potential for pay- 
ing the costs of providing higher 

education facilities if the people of 
the State wish to do so. 

The State of Illinois can also be 
thankful that it has an increasing 
population of young people, the most 
valuable resource there is, to educate. I 
And it has before it, a practical and ' 
feasible method of providing the . 
financing of facilities needed to main- ■ 
tain a strong educational program. 
Economic growth and social develop- 
ment of the State cannot long be 
maintained if higher education and 
the development of the full potential 
of our young people is in any way 


President Henry has stated that 
the assistance of all faculty and 
staff members is needed in the effort 
to interpret for the citizens of Illinois 
the significance of the November 8, 
1960 bond referendum. Mr. Far- 
ber's speech is one of several items 
which will be presented to the fac- 
ulty as source material. 

The University Committee on 
Bond Issue Interpretation which will 
be working with the faculty is com- 
posed of: 

Joseph S. Begando, Chairman 

George H. Bargh 

Charles E. Bowen 

James C. Colvin 

Warren F. Doolittle 

Herbert O. Farber 

Charles E. Flynn 

Theodore B. Peterson 

William H. Rice 

Gilbert Y. Steiner 

Charles C. Caveny 

William L. Everitt 

Paul M. Green 

Louis B. Howard 

Lyle H. Lanier 

Herbert E. Longenecker 

Stanley C. Robinson 

Fred H. Turner 

Martin Wagner 


6-^o .L^Ulj 

Ui CCK-Xi?^ 




NOV 21 1961 

NOV 21 1961 
Objection to Disclaimer Requirement in Studm^j^Loan Fund Program 

No. 5, February 9, 1960 

The Board of Trustees at its meet- 
ing on January 20, 1960, adopted 
the following resolution relative to 
the disclaimer oath required in the 
Student Loan Fund Program of the 
S National Defense Education Act. 


"The University of Illinois Board 
of Trustees registers its objection to 
the disclaimer or affidavit of dis- 
belief oath required of student re- 
cipients of federal loans under the 
National Defense Education Act and 
urges that the Congress remove the 
[disclaimer oath provisions from the 
'Act during its present session. 

"The Board, at the same time, 
emphasizes its approval of the alle- 
giance oath requirement for such 

"The Board states that despite its 
iobjection, the University will con- 

tinue to participate in the federal 
loan program if the disclaimer oath 
is not removed. To withdraw would 
force many of the more than 400 
students now holding federal loans 
to leave the University since loan 
funds from other sources are ex- 

"Under these circumstances it 
seems best to leave to the individual 
student the decision as to whether 
or not the taking of the disclaimer 
oath can be reconciled with the dic- 
tates of his conscience." 


The affidavit requirements re- 
ferred to in the resolution appear 
in title 18, section 1001 of the Na- 
tional Defense Education Act, the 
full text of which reads as follows: 

"No part of any funds appropri- 
ated or otherwise made available for 

Library of International Relations 

At its meeting on January 20, 
1960, the Board of Trustees of the 
University approved a recommenda- 
tion by the Dean of Library Admin- 
istration relative to the acquisition 
of the Library of International Rela- 
tions at 351 East Ohio Street, Chi- 
cago. The text of the agenda item 
was as follows: 

On November 18, 1959, the Com- 
mittee on General Policy received a 
report from the Dean of Library 

Administration on the availability 
to the University of the Library of 
International Relations at 351 East 
Ohio Street, Chicago. The future 
of this Library has been a subject 
for urgent consideration because of 
its financial problem, and a firm 
offer was received from Michigan 
State University for its removal to 
East Lansing. Desiring to keep the 
Library in Chicago, its Trustees have 
suggested a possible affiliation with 

expenditure under authority of this 
Act shall be used to make payments 
or loans to any individual unless 
such individual (1) has executed 
and filed with the Commissioner an 
affidavit that he does not believe in, 
and is not a member of and does 
not support any organization that 
believes in or teaches, the overthrow 
of the United States Government by 
force or violence or by any illegal or 
unconstitutional methods, and (2) 
has taken and subscribed to an oath 
or affirmation in the following form : 
'I do solemnly swear (or affirm) 
that I will bear true faith and alle- 
giance to the United States of 
America and will support and de- 
fend the Constitution and laws of 
the United States against all its 
enemies, foreign and domestic' The 
provisions of section 1001 of title 18, 
United States Code, shall be appli- 
cable with respect to such affidavits." 

the University of Illinois. The Com- 
mittee on General Policy voted to 
support the University administra- 
tion's interest in acquiring the Li- 
brary of International Relations, and 
the Dean of Library Administration 
was authorized to negotiate with its 

The Library's distinguished collec- 
tion consists of more than 150,000 
books, pamphlets, periodicals and 
other materials and is valued by its 


Trustees at a minimum of $500,000. 
It was developed largely through the 
financial backing of Chicagoans, and 
its usefulness increases with Chi- 
cago's expansion as a seaport. These 
are among the many strong practical 
reasons for keeping the Library in 
Chicago permanently. 

The Trustees of the Library of 
International Relations have re- 
quested an official expression from 
the Board of Trustees of the Univer- 
sity of Illinois of the University's 
interest in acquiring the Library, this 
expression to cover specifically two 
points : 

L That every reasonable effort is 
to be made to provide a permanent 
location for the L.I.R. which will 
be convenient for the Library's es- 
tablished clientele; 

2. And that the L.I.R. is to be 
recognized permanently as a dis- 
tinctive professional collection, with 
the intent of maintaining it as such 
rather than merely as a department 
of an undergraduate library. 


The Dean of Library Administra- 
tion recommends that the Board of 
Trustees of the University of Illinois 
officially express to the Trustees of 
the Library of International Rela- 
tions the willingness of the Univer- 
sity of Illinois to acquire their 
Library under the following condi- 
tions : 

1. It will be housed, as a separate 
unit, in the new library building of 
the Chicago Undergraduate Division 
when such a building is erected, and 
will be maintained as a specialized 
collection available to the clientele 
it now serves, as well as to the 
faculty and students of the Uni- 

2. Special programs of the Li- 
brary of International Relations, 
such as discussion groups, seminars 

and other types of public relations 
programs now sponsored by it, will 
be continued. 

3. Since any library that stops 
growing soon becomes dead or obso- 
lete, the L.I.R. resources will be 
developed continuously in the fields 
covered by its present program. This 
implies systematic acquisition of ma- 
terials by purchase, exchange, and 
gift, and the availability of regular 
operating funds. 

4. Since it is important that the 
present Board of Trustees of the 
Library of International Relations 
and Governing Members continue 
their association with it, following 
affiliation with the University, these 
groups would be organized into a 
"Friends of the Library Society," 
such as is found in a number of in- 
stitutions. Except for administrative 
responsibility, the Society would 
carry on most of the activities with 
which the present Trustees and 
Governing Members are now con- 
cerned. Administratively, the Li- 
brary of International Relations 
would be attached to the Univer- 
sity's Chicago Undergraduate Divi- 
sion Library, which reports to the 
Dean of Library Administration of 
the University of Illinois. 

5. The transfer of the Library of 
International Relations would in- 
clude transfer of its stafT to the 
Library staflf of the University of 

6. The University will include in 
its biennial budget estimates for 
1961-63 provision for partial finan- 
cial support of the Library. 

If the Board of Trustees approves 
the foregoing recommendations, it is 
further recommended that the Uni- 
versity's administrative officers be 
authorized to pursue negotiations 
with the Trustees of the Library of 
International Relations with a view 
to arriving at a firm agreement with 

regard to the transfer of the Library 
to the University when the library 
building on the new Chicago Under- 
graduate Division campus is com- 


Following is an excerpt from the 
report presented to the Committee 
on General Policy of the Board of 
Trustees on November 18, 1959, by 
Dr. R. B. Downs, Dean of Library 
Administration : 

History: The Library of Interna- 
tional Relations, now located at 351 
East Ohio Street, Chicago, was 
founded in 1932 to serve as a center 
of information for the public on in- 
ternational affairs. From the begin- 
ning, it has been financed by volun- 
tary contributions. The Library is 
governed by a board of seventeen 

Collections: The Library now 
contains approximately 60,000 vol- 
umes, relating to all areas of the 
world — books, periodical files, gov- 
ernment reports, pamphlets, publi- 
cations of the UN, UNESCO, ILO, 
WHO, and other international or- 
ganizations. Emphasis is on govern- 
ment, social problems, industry and 
trade, history, and languages. About 
1,000 specialized periodicals are cur- 
rently received, and the Library is a 
depository for UN documents. 

Clientele: The Library is used by 
educational institutions in the Chi- 
cago area, business and industry, 
newspapers, and general readers, 
numbering about 6,000 per year. A 
considerable volume of inter-library 
loans is also carried on. 

Activities: The Library sponsors 
a varied program of seminars, round 
tables, and discussion meetings, par- 
ticipated in by U.S. and foreign 
specialists; publications in the field 
of international relations ; the annual 
"Consular Ball," etc. j 

I Study Coninuttccs for President's Faculty Conference, 
Allerton Park, March 18-20 

Acting upon recommendations of 
the Steering Committee for the 
Faculty Conference, President Henry 
has named study committees to pre- 
pare papers on the topics, "The 
Student," "The Classroom Climate," 
and "The Non-classroom Climate." 
Topics relate to the general theme 
of the conference, "The Intellectual 
Climate of the University, Part II, 
The Undergraduate Student in the 
University." ("The Intellectual Cli- 
mate of the University," was the 
theme of the 1959 conference with 
specific reference to the faculty.) 

Study Committees named and topics assigned are as follows: 


B. J. Diggs 
R. M. Price 

C. W. Sanford 

L. J. Cronbach, Chairman 

J. C. Bailar 
H. D. Bareither 
F. W. Cropp 

D. P. Flanders 
N. A. Graebner 
S. Schrage 

H. W. Wilson, Chairman 


H. A. Bliss 

M. R. Garret 

H. E. Gulley 

V. J. Hampton 

V. Jobst 

O. Miller 

D. R. Mills 

S. H. Pierce 

C. M. Kneier, Chairman 

University Gifts, Grants, and Contract Funds Increase 
Over Preceding Fiscal Year 

The University of Illinois received 
$14,520,433 in gifts, grants, and con- 
tract funds from outside sources 
during the fiscal year which ended 
July 1, 1959. 

The total was nearly three and a 
half million dollars more than such 
funds in the preceding fiscal year, 
which amounted to $11,174,670. 

Greatest increase was noted in the 
amounts received by the University 
in funds for contract research with 
the United States government. This 
year's total was $10,634,007, as com- 
pared to $7,964,497 in the previous 
12 months. 

Funds from private donors also 
sharply increased, rising from $2,- 
316,575 as of July 1, 1958, to $3,- 
028,620 as of July 1, 1959. Contracts 
with State of Illinois agencies also 
jumped by nearly $200,000, totaling 
$553,389 this year as compared to 
$358,588 in 1958. 

Only decrease was in gifts received 

by the University of Illinois Founda- 
tion which, bolstered by some un- 
usually large individual gifts paid in 

1958, had a total of $535,009 which 
dropped off to $304,416 in the cur- 
rent report. 


Funds from private donors 

Total for Urbana-Champaign. . . . 

Total for Chicago Colleges 


Funds from contracts with United 
States Government 
Total for Urbana-Champaign. . . 

Total for Chicago Colleges 


Funds from contracts with State of 
Illinois Agencies 
Total for Urbana-Champaign. . '. 

Total for Chicago Colleges 


Gifts to the University of Illinois 


Grand Total 

Fiscal year ending 
July 1, 1958 

$ 1 744 325 09 
572 250 06 

Fiscalyear ending 
July 1, 1959 

$ 2 392 599 18 
636 020 88 

2 316 575 15 $ 3 028 620 06 

6 654 057 53 
1 310 439 93 

8 924 408 83 
1 709 598 69 

$ 7 964 497 46 $10 634 007 52 

257 629 89 
100 958 15 

428 872 37 
124 517 36 

358 588 04 % 553 389 73 

535 009 95 $ 304 416 36 

1 174 670 60 $14 520 433 67 


m- ^ixii 



To the Members 
of the Faculty: 

President Henry has asked us 
to serve as a consultative com- 
mittee in the selection of a 
Vice-President and Provost to 
succeed Professor .Gordon N. 
Ray. Our task is not to nom- 
inate a candidate but is rather 

(1) to get the opinions of the 
faculty on the role of the posi- 
tion and the kind of person 
who should occupy it, and 

(2) to secure suggestions as to 
persons who could fill it well. 

We shall call on a number of 
the faculty, but since we can- 
not cover an appreciable frac- 
tion of the faculty in this way, 
we will greatly appreciate your 
voluntary response, either writ- 
ten or oral, to any member of 
the committee. An early reply 
would be most helpful. 

C. M. Kneier 
316 Lincoln Hall 
Extension 2265 

A. D. Pickett 
Navy Pier 

G. L. Webster 

Chicago Professional 

Allen S. Weller 
110 Architecture 
Extension 114 

G. M. Almy (Chairman) 
215 Physics Building 
Extension 2121 

BHWaain "t ii-'-'""'^ no. 6, March 1 4, i960 

UniverjTui^ Bond Issue for Permanent 
ImprovemWP^^at State Educational Institutions 




I fully believe that differences 
among private and public colleges 
and universities are much greater 
than are differences between private 
and public institutions of higher 
learning. I believe there is a gen- 
eral recognition of this fact among 
the leaders in higher education in 
Illinois, and my presence before you 
this day bears witness to the fact. 

Though my business today is not 
to speak of our common problems 
and challenges, it must be my first 
duty to express the gratitude of the 
six state universities of Illinois for 
your invitation to discuss with you 
the 195 million dollar Universities 
Bond Issue referendum to be de- 
cided by the citizens of Illinois at the 
November 8, 1960 election. You will 
recall that in the 71st Illinois Gen- 
eral Assembly, Senate Bill 823 was 
passed overwhelmingly on a non- 
partisan basis by both the Illinois 
Senate and the Illinois House of 
Representatives; and when the Gov- 
ernor on July 23, 1959 approved the 
bill, the stage was set for the Uni- 
versities Bond Issue referendum. 

In its simplest terms the question 
at issue is whether or not the voters 
of Illinois will authorize the issuance 
and sale of general obligation bonds 

of the State of Illinois in the amount 
of 195 million dollars, the proceeds 
to be used for permanent improve- 
ments at the six state universities. As 
you know, these are : Eastern Illinois 
University, Illinois State Normal 
University, Northern Illinois Univer- 
sity, Southern Illinois University, 
University of Illinois, Western Illi- 
nois University. 


The November 8, 1960 refer- 
endum will come before the voters 
while thoughts of a similar, but not 
identical, referendum are still fresh 
in our minds. It will be easier to 
understand the 1960 Universities 
Bond Issue if I remind you of some 
pertinent facts regarding the No- 
vember, 1958 vote. 

The question at that time was 
whether or not the voters would 
authorize the state to issue and sell 
248 million dollars of general obli- 
gation bonds with the proceeds to be 
divided between the Department of 
Public Welfare (81 million dollars) 
and the six state universities (167 
million dollars) . The bond issue 
failed of adoption even though it 
received 185,517 more "yes" than 
"no" votes. I trust you are familiar 


with the constitutional provision in 
Illinois which requires that "yes" 
votes equivalent to a majority of 
those persons voting for a candidate 
for the Illinois General Assembly be 
received for passage of a bond issue 
of this type. In 1958 there were 
3,209,908 persons who voted for a 
candidate for the Illinois General 
Assembly, and "yes" votes equal to a 
majority of this figure were needed. 
Only 143,254 additional "yes" votes 
were needed for passage; and when 
we note that 689,393 voters did not 
mark the special bond issue ballot, 
we can understand why President 
Henry has said that: 

It is both ironic and tragic that 
the fate of our universities should be 
determined by those not voting! 

It is obviously essential that voters 
be better informed when they go to 
the polls in 1960, if the bond issue 
referendum is to pass. They must 
understand that, when they vote for 
a candidate for the Illinois General 
Assembly and do not mark the spe- 
cial bond issue ballot, they have in 
effect cast a "no" vote. I believe 
this provision should be a point of 
emphasis whenever the Universities 
Bond Issue is discussed by interested 
citizens. The youth of Illinois have a 
right to expect that an issue so vital 
to their educational future will re- 
ceive the serious attention of all 
adult voters. 

But I must return to the matter 
at hand, interpreting for you the 
significance of the Universities Bond 
Issue. Let me at once state my be- 
lief that endorsement of the Univer- 
sities Bond Issue and active support 
of it by the Federation of Illinois 
Colleges are very important to its 
adoption. Each of your institutions 
has its own "family." It is made up 
of faculty and staff, students and 
parents, alumni and friends. There 
are many who will want to know 
what the leaders of private institu- 
tions of higher education think about 

the Universities Bond Issue. Cer- 
tainly it will be a most helpful ges- 
ture, if the Federation of Illinois 
Colleges decides to announce itself 
in support of this measure as bene- 
ficial to the youth of Illinois and to 
higher education generally. 


Though it is obvious that the Uni- 
versities Bond Issue is a highly con- 
troversial issue, apparently all groups 
are in agreement that the demands 
of the decade of the 1960's call for 
action programs. Apparently there 
is a general understanding that the 
problem is immediate and vital, and 
that increased facilities are needed 
by the six state universities. Dis- 
agreement centers chiefly about the 
method of financing the needed 
buildings. Actually only two general 
plans have been advocated. A bond 
issue is one. The other is to provide 
needed funds by increasing current 
tax revenue. The bond issue is op- 
posed because bonds require the pay- 
ment of interest as well as the repay- 
ment of principal. It seems to me, 
however, that the one thing Illinois 
cannot afford is to lose the oppor- 
tunity of educating its youth. Inter- 
est dollars when related to the value 
received by the state from an edu- 
cated citizenry pale by comparison. 

With a bond issue needed build- 
ings are provided immediately, and 
the qualified youth of Illinois will 
have reasonable availability of 
higher education. Several states have 
recently passed bond issues of this 
type to provide needed educational 
service for their young people. 
Among them are New York, Cali- 
fornia, Ohio, Washington, and New 
Jersey. Illinois is no less able to pro- 
vide for its youth. The example set 
by these states is testimony to the 
practicality and feasibility of state 
bond issues for higher education. 

As an alternate to the bond issue 
it is being suggested that in Illinois 

the tax system should be modified to 
bring in the needed amounts of 
money. The popular, if somewhat 
misleading, slogan of "pay as we go" 
has been used to describe this 
method. No matter what form the 
tax modifications may take the result 
is the same : a substantial increase in 
tax dollars to bring in unusually 
large amounts of tax revenues. It is 
doubtful if informed citizens would 
object to a thorough study of the 
Illinois tax system from which prac- 
tical proposals for change could be 
made. In speaking for the bond 
issue approach to the present prob- 
lem, no one has said that "pay as we 
go" is an improper method. It has 
only been said that this method is 
not likely to succeed in time to keep 
open the closing college door in Illi- 
nois. Before appropriate study can 
be made and agreement reached 
among the many interested groups as 
to how taxes are to be modified on 
an equitable and continuing basis, 
there will be a serious limitation of 
educational opportunity in the state. 

Tax modifications were proposed 
following the defeat of the last bond | 
issue, and indeed some tax changes 
were made. It is estimated that 
these changes will bring 200 million 
dollars of added revenue into the 
state treasury during the 1959-1961 
biennium. Yet the state universities 
received only limited appropriations 
for their building programs; and as 
you have read, these appropriations 
are now frozen by the Governor be- 
cause of insufficient revenue. During 
one of the most critical periods in 
their histories, the six state univer- 
sities are making almost no progress 
toward the goal of more classrooms j 
and laboratories. This example does^ 
not speak well for the "pay as we" 
go" approach to this problem in Illi- ! 
nois at this time. 

As educators who know the prob- 
lems of financing new buildings, you 
must see that when the people go to 

the polls on No\'ember 8, 1960, they 
are not getting a chance to vote on 
"bond issue" versus "pay as we go," 
but on "bond issue" versus "nothing." 
The vote is not between two clear- 
cut alternates, each of which will get 
the job done. "Pay as we go" is still 
on the drafting boards; it has not yet 
been worked out or accepted. The 
state universities' academic building 
programs have been on dead center 
following the failure of the 1958 
bond issue; and even if the Univer- 
sities Bond Issue passes in 1960 and 
money is appropriated for buildings 
in 1961, no new facilities can be 
ready before 1963. Any further de- 
lay while tax reform is debated will 
be at the expense of the youth of 

It does not seem to me that, hav- 
ing a practical solution before us, we 
ought to gamble on the uncertainties 
of "pay as we go." It becomes a 
paradox for a person to say, on the 
one hand, that he believes in the 
needs of the state universities, but 
doesn't believe in the Universities 
Bond Issue. The arguments against 
a "bond issue" as such are shallow. 
The arguments for "pay as we go" 
are made without effective machin- 
ery for putting the method into 


There is a second argument being 
used against the 1960 bond issue that 
has a good deal of currency. It is 
said that a state property tax is 
pledged as security for the bond is- 
sue. This is true. Senate Bill 823 
reads in part: ". . . there is levied 
a direct annual tax upon all real and 
personal property ... as shall be 
necessary and sufficient to pay the 
interest . . . and discharge the prin- 
cipal . . ." This statement has 
raised the fear of a state property 
tax in the minds of the voters. It is 
unfortunate that voters do not un- 
derstand this provision better than 

they do. Let me clarify it. Consti- 
tutional requirements dictate a 
pledge of a specific tax. The state 
property tax is not being used for 
other purposes and provides a logical 
tax to pledge, particularly when 
there is no intention of using it. 
Passage of the bond referendum will 
not open the door to a state property 

First, the institution of such a tax 
would be political suicide for legis- 
lators. This would be a most un- 
popular move, and other resources 
would be utilized rather than a state 
property tax. Moreover, a state 
property tax can be imposed at any 
time; it is on the books ready for 
use now. The bond referendum 
would not create it, but only pledge 
it as a source of funds. Building 
budgets for state agencies are now 
frozen for lack of state revenue. 
Building programs for higher educa- 
tion, public welfare, and other state 
agencies are at a standstill. If a state 
property tax isn't being used, it is 
because it is not a popular way to 
raise additional state revenue, not 
because it isn't available. 

Second, the amount involved in 
repayment of the bond issue consti- 
tutes only a small part of the state 
budget: $12,500,000 per year for 
both principal and interest. Even if 
the point just made were not true, it 
would still be most unlikely that a 
state property tax would be used, 
simply because the amount needed 
to repay principal and interest is less 
than two percent of the general rev- 
enue of the state. The amount comes 
to approximately $1.25 per capita 
per year for Illinois residents. 

Third, the bill specifically states 
that to the extent that the General 
Assembly appropriates money from 
general revenue to pay the principal 
and interest, the funds to be raised 
by a state property tax will be re- 
duced by the same amount. It is 
obvious that legislators would see 

that the principal and interest are 
paid from general revenue and not 
from a state property tax. 


The proposal of an alternate ap- 
proach labeled "pay as we go" and 
the fear of a state property tax are 
the two arguments most often heard 
against the 1960 bond issue. There 
were two other reasons sometimes 
given in 1958 for voting "no" on the 
referendum of that year. Both of 
these have been met in the 1960 
referendum. In 1958 the funds pro- 
posed for both public welfare and 
higher education were combined in 
one bond issue. Two questions were 
involved but only one vote provided. 
It was a case of voting for both or 
neither. This is not true in 1960. 
The needs of public welfare are cov- 
ered in a 150 million dollar bond 
issue, and the needs of higher educa- 
tion are covered in a separate 195 
million dollar bond issue. 

The other 1958 objection was to 
the preallocation proposed for the 
167 million dollars for the six state 
universities. Out of this total 86 mil- 
lion dollars were allocated to the 
University of Illinois, 41 million dol- 
lars to Southern Illinois University, 
and 40 million dollars to the four 
universities under the Teachers Col- 
lege Board. It was said by some that 
this did not represent an equitable 
division. This objection does not 
apply to the 1960 bond issue, whose 
195 million dollars are not preallo- 
cated by the legislation. Senate Bill 
823 was introduced at the figure of 
120 million dollars and later 
amended by 50 million dollars to 
provide for a permanent installation 
for the two-year program of the 
Chicago Undergraduate Division of 
the University of Illinois now located 
at Navy Pier. It was further 
amended by 25 million dollars to 
provide for a campus of Southern 
Illinois University at Edwardsville. 

Though the justification for adding 
75 millions was as stated, the amend- 
ment simply changed the amount 
without specifying the purposes for 
which the increase was proposed. It 
is technically correct to say, then, 
that there is no preallocation of the 
195 million dollars. 

How, then, would the money come 
to the several universities from -the 
bond issue? After the referendum is 
approved and the bonds sold, the 
proceeds would be deposited in a 
special fund in the state treasury. 
No funds could be spent from this 
special fund until authority had been 
granted by the General Assembly in 
the form of an appropriation bill. 
This means that each building proj- 
ect must be approved by the same 
procedures as are followed for all 
capital appropriations from general 
revenue funds for any state agency. 

Thus complete flexibility would 
exist with respect to the use of the 
195 million dollars. If there are de- 
velopments in public higher educa- 
tion that would alter the present 

needs of any of the six universities, 
there will be adequate opportunity 
for reappraisal and modification of 
building programs. If there are de- 
velopments with respect to the junior 
college system in Illinois or with re- 
spect to private colleges and univer- 
sities, there again can be reappraisal 
and modification. In this connection 
you should understand that there is 
no mandate on state administration 
to sell all of the bonds at one time, 
or for that matter to sell any of 
them; but once sold, the proceeds 
must be used for the building pro- 
grams of the universities. Elimina- 
tion of prior allocation of the 195 
million dollars should be applauded 
by citizens generally. The procedure 
provides both flexibility and control. 


I hope that I have now made it 
clear to you why I think that the 
bond issue is the most practical way 
of providing the state universities 
with the academic buildings that 

they must have. The urgency of the 
problem is seen only too clearly when 
we note that in 1969 the colleges and 
universities of our state, both public 
and private, are expecting enrollment 
to rise to 300,000 students. All of us 
together now enroll only 184,000. In 
conclusion may I quote some words 
of President Goheen of Princeton 
University concerning the State Col- 
lege Bond Issue which was passed in 
New Jersey in November of 1959: 

"I welcome the opportunity to 
serve as a sponsor for the Citizens 
Committee in support of the College 
Bond Issue. This bond issue to per- 
mit needed construction at the State- 
supported colleges is a matter of 
greatest importance for the current 
and coming generations of young 
people in this State, and I am happy 
to lend this program such support 
as I can." 

It is my hope that the Federation 
of Illinois Colleges will take similar 
action regarding the Universities 
Bond Issue in Illinois. 




M ^^ 



No. 7, March 28, 1960 


President's Third Faculty Conference. Kohert Allerton Park, 
March 18-20, 1960 



This is the third of the President's 
Faculty Conferences. The Confer- 
ence was conceived and inaugurated 
in 1958 by President Henry as an 
important additional technique for 
the consideration and discussion of 
problems of educational policy and 
concern. It is as the title on the 
official program states, the Presi- 
dent's Faculty Conference. We are 
here as his guests and at his invita- 

The Steering Committee deter- 
mined the theme of the Conference, 
designated the subjects to be dis- 
cussed, and recommended the ap- 
i pointment of the study committees 
which prepared the study papers. 
We are indeed indebted to the per- 
sonnel of those committees for their 
I considerable expenditure of time, 
i effort and talent in the preparation 
j of the papers. Without their ex- 
[ traordinary dedication to this diffi- 
j cult task, this Conference could not 
1 be held. In a sense this Conference 
is an extension of the Second Con- 
j ference held last year. The theme 
I of that Conference was "The Intel- 
\ lectual Climate of the University," 
! and its special emphasis was upon 
; the quality and responsibilities of the 
j faculty. The theme of this Confer- 
t ence is the same but the emphasis 
shifts to "the Undergraduate Student 
in the University." 

The three study papers were dis- 
tributed in advance of the Confer- 
ence and it is assumed that you have 

completed your homework — that 
you have read the papers and have 
given them your serious and critical 
consideration. If the assumption is 
in some cases incorrect may I urge 
that the hours after adjournment 
this evening be devoted to the com- 
pletion of this assignment. 

The invitees, as you know, are 
representative of the three campuses 
of the University and have been se- 
lected in what we believe to be equi- 
table proportional ratios. We have 
tried to cover a major segment of 
our educational disciplines, and, in 
accordance with the practice of the 
last Conference, we have drawn 
from all professorial ranks and from 
key administrative personnel. 

We shall hold three discussion ses- 
sions: the first, this afternoon, deals 
with "The Classroom Climate;" the 
second, tomorrow morning, treats of 
the "Non-Classroom Climate," and 
the third, tomorrow afternoon, has 
as its subject "The Entering Under- 
graduate Student." In each instance, 
the chairman of the study committee 
will give a brief introductory resume 
of the paper, after which the dis- 
cussion will start. The members of 
the study committees stand prepared 
to defend to the death, if necessary, 
their analysis, theses and conclusions. 

Tonight we shall hear an address 
by Dr. Malcolm Moos, Administra- 
tive Assistant to President Eisen- 
hower and Professor of Political 
Science at Johns Hopkins University, 

a distinguished educator, who has 
served as Staff Director of the Com- 
mittee on Government and Higher 
Education. He is co-author of The 
Campus and the State which pre- 
sents the important findings of that 

Tomorrow evening we will reach 
the highlight of the Conference — 
The President's Hour. During this 
session you will be welcome to ad- 
dress to the President any questions 
you may have concerning University 
policies. President Henry will be in 
the chair prepared to answer all 
questions and to bring light to our 
areas of darkness. It is a sort of 
Face the Nation or Meet the Press 
format, with this significant differ- 
ence : since Dr. Henry is already the 
President he will be under no com- 
pulsion to deny that he has any 
presidential aspirations. 

Sunday morning we will meet in 
a final session to consider and adopt 
resolutions expressing the views of 
the Conference concerning the issues 
and problems discussed. A Resolu- 
tions Committee has been appointed, 
chaired by Professor Robert O. Har- 
vey, whose duty it will be to deter- 
mine and express in tentative form, 
subject to your review and power of 
amendment, the consensus of the 
Conference on these matters. It will 
be their pleasant responsibility to 
work well into the morning hours on 
Sunday to prepare the report in 
printed or mimeographed form for 

the consideration of the Conference 
at 9:00 a.m. Sunday. 

May I again repeat what has been 
said in relation to the two previous 
Conferences. We are not met as a 
legislative group — nor is this Con- 
ference an action committee. There 
are no binding commitments which 
can come out of this Conference 
since we are not one of the regularly 
constituted faculty governing bodies 
of the University. Notwithstanding, 
the work we do and the conclusions 
at which we arrive are not without 
their significance. In the considera- 
tion of educational problems and 
policies by the Administration, the 
respective Senates of the University 
and the Senate Coordinating Coun- 
cil, the deliberations and conclusions 
of this Conference become important 
criteria and guides to the ultimate 
resolution of those problems and 

We invite your active and critical 
participation in the discussions. This 
has been the pattern of the first two 
Conferences and we hope it will be 
the same for this one. If it is, this 
Third Conference should go one step 
further in the establishment of the 
Conference as a continuing tradition 
of great importance to the Univer- 


At its closing plenary session, the 
President's Third Faculty Conference 
adopted the following resolutions. It 
should not be assumed that every 
participant necessarily subscribed to 
or agreed with every resolution. 


1. The Conference finds that the 
relationship between the state gov- 
ernment and publicly supported 
higher educational institutions tradi- 
tionally has been generally favorable 
in Illinois. The Conference urges 
the University administration to do 
all within its appropriate sphere of 
influence to preserve and extend this 
desirable tradition. 

2. The Conference notes the ex- 
pressed legislative desire for the 
preparation of a plan for the unified 
administration of higher education 
in Illinois. The Conference believes 

that the purpose of any such plan 
must be the enhancement of all in- 
stitutions of higher learning in Illi- 
nois. However, it is believed that 
this purpose will be served best if 
the historic and unique position of 
the University as a guiding force 
in the state-wide system of higher 
education and its mission as the cen- 
ter of higher learning and research 
in Illinois are safeguarded. 

3. The greatness of any university 
is determined largely by the quality 
of its teaching faculty. It is essential 
therefore that the appointment and 
promotion of these faculty members 
be determined on merit. Because the 
University professor carries a special 
responsibility for the academic repu- 
tation of the University as well as 
the universal obligation for effective 
teaching, merit must be identified 
with the areas of creativity, teaching, 
and public service. It is obligatory 
on departments, therefore, to pro- 
mote or appoint to tenure positions 
on the basis of these principles. (This 
resolution was approved in a close 
vote. Those voting against did so 
for a variety of reasons and a num- 
ber of participants abstained from 

4. The Conference recognizes that 
it is primarily and correctly the re- 
sponsibility of the faculty of the Uni- 
versity of Illinois to assure that the 
total experience in the undergrad- 
uate program produces an intellec- 
tual climate in the University which 
promotes the education of the whole 
man and brings forth his creative 
talents through the fullest develop- 
ment of his unique skills and apti- 


5. The Conference believes that 
efforts should be made to improve 
further the quality of undergraduate 
teaching. As one part of a broad 
program, it recommends: 

(a) That greatest care be exer- 
cised in the recruiting of teaching 
assistants. Only assistants competent 
in the subject matter and possessing 
the ability to teach should be as- 
signed to independent instruction. 

(b) That the heads and chairmen 
of departments, and senior staff, be 

urged by the deans of colleges to 
provide in-service training and super- 
vision of teaching assistants. 

(c) That there be instituted a 
system for the rewarding of out- 
standing teaching by graduate assist- 

6. The Conference urges that the 
University central administration ex- 
ercise its initiative in promoting 
research on and in stimulating im- 
provement in classroom instruction. 

7. The Conference recommends 
that the Vice President and Provost 
urge departments to involve larger 
numbers of superior advanced under- 
graduates in seminars, discussions, 
independent study and research. 


8. The Conference recommends 
that the University consider supple- 
menting existing housing by provid- 
ing decentralized facilities on the 
Urbana campus by providing li- 
braries, study lounges, and space for 
cultural programs within housing 
units. For example, we favor: 

(a) Providing residence halls of a 
type which will promote small group 

(b) Providing libraries and study 
lounges in residence halls. The Uni- 
versity should seek appropriated 
funds for this purpose. 

In order to develop the creative 
and intellectual capacities of under- 
graduates and to promote interest in 
campus cultural and intellectual 
events, students should be encour- 
aged to develop appropriate cultural 
programs within housing units. 

9. The Conference recommends 
the establishment at Urbana of a 
separate undergraduate library with 
a collection selected to meet under- 
graduate needs and organized in less 
complex form than the general li- 

10. It is believed that a more 
nearly balanced and integrated pro- 
gram of cultural events on the Ur- 
bana campus might be achieved if 
a higher degree of coordination ex- 
isted among departments and organi- 
zations sponsoring activities in the 
performing arts. The Conference 
recommends, therefore, that con- 
sideration be given to the formation 

of an advisory group to suggest im- 
provements for creative planning, 
coordination, and common financing 
' and promotion of programs in the 
performing arts. 

11. Participation in extracurricu- 
lar activities by undergraduate stu- 
dents may contribute to the develop- 
ment of their leadership skills and 
capacity for successful participation 
in society. The Conference recom- 
mends that faculty service to under- 
graduate activities be recognized as 
part of the general obligation to 
render service in the education of 


I 12. The Conference believes that 
ihigh costs and limitations on the 
[University's facilities dictate a pref- 
erence for admitting students who 
can reasonably be expected to com- 
plete their undergraduate degree 
work. The applicant with poor high 
school grades has the burden of 
showing that University experience 
should be made available to him. 
The Conference recommends that 
standards of admission be progres- 
sively raised to the end that, with 

proper exceptions, only qualified stu- 
dents in the upper half of their grad- 
uating high school classes be admitted 
directly from high school. The Con- 
ference recommends that admission 
in the individual case be based on 
aptitude test scores as well as high 
school records. 

13. The Conference commends 
the present programs designed to 
attract to the University superior 
graduates of Illinois high schools. 
To assure the University of the best 
possible students in the future an 
even more eflfective recruiting pro- 
gram should be developed. This 
program should enlist a larger pro- 
portion of the faculty in the effort 
to locate and attract superior stu- 
dents to the University. Moreover, 
the efforts of departments and col- 
leges to expand their programs for 
superior students, including provi- 
sions for James Scholars, are ap- 

14. The Conference recognizes 
that admissions policy regarding 
transfer students will become increas- 
ingly important as the 2:3:2 distri- 
bution recommended in the Report 
of the President's First Faculty Con- 

ference is approached. [The Study 
Committee on Future Programs, in 
its First Report, proposed that ad- 
mission policies of the next decade 
be so shaped as to cause a change of 
the student profile from 2:2:1 (40% 
lower division, 40% upper division, 
20% graduate) to 2:3:2 (28% 
lower division, 44% upper division, 
28% graduate). See Abstract of 
Proceedings of the President's Fac- 
ulty Conference (1958)" pp. 29-30.] 
Policies must be developed to assure 
that the quality of transfer students 
admitted is as good as that of the 
other students in the same class. Any- 
thing less than this is unfair to stu- 
dents who have been discouraged 
from remaining in the University. 


15. The Conference expresses its 
deep appreciation to President Henry 
for his initiative in providing once 
again opportunity for examination 
and discussion of University prob- 
lems by members of the faculty. It 
expresses the hope that such a con- 
ference as this will be convened 
again next year. 

Conference Participants and Committees 



Joseph O. Alberts 
I Professor 

j Veterinary Pathology 
I and Hygiene 

.Gerald M. Almy 

I Carl J. Altstetter 
} Assistant Professor 

Mining and Metallurgical 


1 Robert S. Bader 
I Assistant Professor 
] Zoology 

[John C. Bailar 

I Professor 
! Chemistry 

Harlan D. Bareither 
Associate Professor 
Mechanical Engineering 

George H. Bargh 
Administrative Assistant 
President's Office 

Arthur E. Bestor 

Duane A. Branigan 

Donald J. Bray 

Animal Science 

John W. Briscoe 
Civil Engineering 

Emer E. Broadbent 
Associate Professor 
Agricultural Marketing 

Andrew M. Carter 
Associate Professor 

Rubin G. Cohn 

George A. Costello 
Assistant Professor 
Theoretical and 
Applied Mechanics 

Lee J. Cronbach 

Frederick W. Cropp 
Assistant Professor 

Royden Dangerfield 
Associate Provost 

Stewart D. Daniels 
President, University of 
Illinois Alumni Association 

Bernard J. Diggs 
Associate Professor 

Robert B. Downs 
Library Administration 

Martha L. Dunlap 
Home Economics 

Murray Edelman 
Political Science 

Dwight P. Flanders 

Robben W. Fleming 

Karl E. Gardner 

Maxwell R. Garret 
Assistant Professor 

George Gerbner 
Associate Professor 

William M. Gilbert 
Student Counseling Service 

Samuel K. Gove 
Associate Professor 
Institute of Government 
and Public Affairs 

Norman A. Graebner 

Halbert E. Gulley 
Associate Professor 

Joseph R. Gusfield 
Associate Professor 

Robert L. Haig 
Assistant Professor 

Vern J. Hampton 

Assistant Dean of Students 

Robert O. Harvey 

J. Thomas Hastings 


David D. Henry 


Robert E. Hill 
Assistant Professor 

J. McV. Hunt 


Walter C. Jacob 

Anthony J. Janata 
Executive Assistant 
to the President 

Valentine Jobst 
Political Science 

Robert E. Johnson 

C. Clyde Jones 
Associate Professor 

Houssam M. Karara 
Assistant Professor 
Civil Engineering 

Charles M. Kneier 
Political Science 

Carl W. Knox 
Dean of Men 

Donald E. Lathrope 
Associate Professor 
Social Work 

Charles J. Mclntyre 
Instructional Television 

Stewart Y. McMuUen 


Lawrence W. Olson 

Assistant Professor 


Eunice C. Parker 
Research Associate 
President's Office 

Norman A. Parker 


Mechanical Engineering 
Stanley H. Pierce 


General Engineering 
Paul O. Proehl 

Associate Professor 


Gordon N. Ray 


Vice President and Provost 
Charles W. Sanford 

Dean of Admissions 

and Records 
Allen V. Sapora 



Hugh W. Sargent 
Assistant Professor 

Alfred G. Schiller 
Associate Professor 
Veterinary Clinical 

Harold A. Schultz 


Joseph W. Scott 

Associate Professor 


Miriam A. Shelden 
Dean of Women 

Robert Siegfried 
Associate Professor 

Stanley Stark 

Assistant Professor 
Institute of Labor 
and Industrial Relations 


Steering Committee: R. G. Cohn, Chairman; G. H. 
Bargh, Secretary; A. M. Carter; R. Dangerfield, Liai- 
son; K. E. Gardner; J. E. Gearien; R. O. Harvey; 
D. W. Riddle; G. W. Swenson; G. W. White. 

Resolutions Committee: R. O. Harvey, Chairman; R. 
Dangerfield, Secretary; R. Daniels; S. K. Gove; N. A. 
Graebner; H. E. Gulley; R. M. Price; P. O. Proehl. 

Study Committee "The Entering Undergraduate Stu- 
dent": L. J. Cronbach, Chairman; B. J. Diggs; R. M. 
Price; C. W. Sanford. 

Study Committee "The Classroom Climate" : H. W. 
Wilson, Chairman; J. C. Bailar; H. D. Bareither; 
F. W. Cropp; D. P. Flanders; N. A. Graebner; S. 

George W. Swenson 
Electrical Engineering 

Lorraine D. Trebilcock 
Home Economics 

Fred H. Turner 
Dean of Students 

Louis D. Volpp 
Assistant Professor 

Robert A. von Neumann 
Assistant Professor 

George W. White 


Lucien W. White 


Library Administration 

Harris W. Wilson 
Associate Professor 

Arthur R. Wyatt 
Associate Professor 


Harry A. Bliss 

Assistant Professor 

Ralph Daniels 

Associate Professor 


Mary Sue Evitts 
Associate Professor 

Maurice J. Galbraith 
Dean of Student Affairs 

James E. Gearien 
Associate Professor 

Harold A. Kaminetzky 

Assistant Professor 

Arlene S. Krieger 

Associate Professor 


Peter C. Kronfeld 

Study Committee "The Non-Classroom Climate" : C. M. 
Kneier, Chairman; H. A. Bliss; M. R. Garret; H. E. 
Gulley; V. J. Hampton; V. Jobst; O. Miller; D. R. 
Mills; S. H. Pierce. 


The Faculty Conference Steering Committee pre- 
sented a report on the Conference to Deans of the 
Colleges, Directors of the Schools and Institutes and 
Heads and Chairmen of Academic and Administrative 
Departments at 2:00 p.m., Thursday, March 24. A 
summary of the Conference will be published at an early 

Anthony J. Schmidt 
Assistant Professor 

Stanley V. Susina 
Assistant Professor 

Klaus R. Unna 


James A. Yaeger 

Assistant Professor 



Warren O. Brown 

Associate Dean of Students 

Lucile Derrick 

Sheldon L. Fordham 
Assistant Professor 
Physical Education 

Oscar Miller 


Daniel J. Morris 

Rupert M. Price 
Associate Professor 

Albert S. Rouffa 
Associate Professor 
Biological Sciences 

Samuel Schrage 
Assistant Professor 
Physical Sciences 

Kenneth Shopen 
Associate Professor 

Harold M. Skadeland 
Associate Professor 

9M Ccdi 



UMli/LHiii; ui iLuNUli 

^ . . . NOV Zi (ooi 

iWoodrow Wilson National Fellowship Program 



No. 8, April 26, 1960 


The Woodrow Wilson Fellowship 
Program was initiated in 1945 by 
Princeton University for the purpose 
of encouraging the most able under- 
'graduates to go on to graduate work 
with a view to becoming college in- 
structors. For 1945-46 four fellows 
were named. During 1946-47 thirty- 
two veterans were named fellows by 
Princeton; one of those was Dr. 
Maurice Lee, currently Associate 
Professor of History at the Univer- 
sity of Illinois. 

The Princeton program continued 
hrough 1951-52. During this phase, 
1137 graduating seniors were awarded 
liA^oodrow Wilson Fellowships for the 
'irst year of graduate study in the 
humanities and the social sciences. 
'pi these, two were awarded to grad- 
jiates of the University of Illinois 
'Richard Henry Chowen — 1947- 
■18, and Philip H. Stoddard — 1950- 


In the second phase of the pro- 

;;ram, 1952-53 to 1957-58, the pro- 

(jram was operated by the Association 

i)f Graduate Schools with assistance 

[rom the Carnegie Corporation and 

he General Education Board. The 

hirty-seven sponsoring institutions in 

[he Association of American Univer- 

lities contributed funds for tuition 

cholarships. During the second 

)hase, 726 Woodrow Wilson Fellows, 

n the humanities and the social sci- 

nces, were given aid for the first 

ear of graduate study. 

The third and present phase be- 
gan in 1957 with a gift from the 
Ford Foundation of $24,500,000 for 
a five-year period — one thousand 
fellowships be awarded annually, be- 
ginning with 1958-59. Under the 
program each appointee receives a 
liberal stipend and payment of his 
tuition fees. The graduate school ac- 
cepting the fellow receives a payment 
of $2,000, which the institution is 
pledged to use in strengthening grad- 
uate work or for additional fellow- 
ships. The program was extended to 
include those majoring in the natural 

From the beginning, the Woodrow 
Wilson Fellowship Program has had 
some distinctive features: 

Students are nominated by faculty 
members only; they may not 

Personal interviews by regional 
committees are required. 

Quotas are assigned to the re- 
gional committees and a minor 
fraction of the total number is 
reserved for selection by a na- 
tional selection committee. 

In the competition for 1959-60, 
more than 7000 students were nomi- 
nated. Of these, more than 2000 sur- 
vived the first screening and were in- 
vited for interviews. Twelve hundred 
fellows were named and more than 
1000 entered graduate schools last 
fall as Woodrow Wilson Fellows. 

The Woodrow Wilson National 
Fellowship Foundation is seriously 

concerned with recruiting the best 
for college and university teaching. 
To stimulate interest and to locate 
the best qualified students, the Foun- 
dation has established a system of 
campus representatives. The campus 
representatives at the University of 
Illinois have been: 
1952-53 Professor Charles M. Kneier 
1953-54 Professor Gordon N. Ray 
1954-59 Professor Royden Dangerfield 
1959- Professor R. E. Johnson 
Professors Kneier, Ray and Danger- 
field also served as members of the 
Selection Committee for Region IX. 
In the fall of 1959, the two positions 
were separated; Professor Johnson 
became campus representative and 
Professor Dangerfield continued to 
serve on the Region IX Selection 


In the period from 1946/47 to 
1959/60, twenty-two students grad- 
uating with bachelors degrees from 
the University of Illinois were elected 
Woodrow Wilson Fellows. In the 
early years no more than two were 
elected from Illinois in any one year, 
and in some years none were named. 
Seven Illini were awarded fellow- 
ships for 1958-59, seven for 1959-60 
and twelve have been awarded fel- 
lowships for 1960-61. 


Forty-four Woodrow Wilson Fel- 
lows have entered on graduate work 

at the University of Illinois. Seven- 
teen began their graduate work at 
the University of Illinois in the fall 
of 1959. Twelve of those awarded 
Fellowships for 1960-61 will be on 
our campus in September, 1960. 

ON CAMPUS, 1959-60 

During the academic year 1959- 
60, there are or have been on the 
campus of the University of Illinois 
thirty-six present or former Woodrow 
Wilson Fellows: 

Current Woodrow Wilson Fellows .... 1 7 
Former Fellows continuing their educa- 
tion at U of I: 

(a) Currently serving as Graduate 

Assistant at U of I 8 

(b) Currently holding Fellowships. 6 

( 1 ) University Fellows .... 3 

(2) NSF Fellows 2 

(3) Industrial Fellow 1 

(c) Currently holding Tuition 

Scholarship 1 

(d) Graduate Students 2 

Faculty members ( 1 Associate Profes- 
sor, 1 Assistant Professor) 2 




University of Chicago 17 

University of Notre Dame 17 


Northwestern University 8 

Indiana University 7 

Earlham College 5 

Knox College 5 

Valparaiso University 4 

Wabash College 3 

Purdue University 2 

St. Mary's College 2 

DePauw University 

Illinois Institute of Technology. . . 

Lake Forest College , 

Loyola University , 

Monmouth College , 

Mundelein College 

Roosevelt University , 

Rosary College 

St. Joseph's College 

Shimer College , 



Twelve Woodrow Wilson Fellows 
will attend the University of Illinois 
Graduate College in 1960-61. 


Anthropology 1 

Biophysics , 1 

Botany 1 

Chemistry 3 

German 1 

History 1 

Music 2 

Philosophy 1 

Political Science 1 


Brooklyn College 2 

Hobart College 1 


University of Michigan 1 

St. Olaf College 1 

Southern University 1 

Tulane University 1 

Wabash College 1 

Wellesley College 1 

University of Wichita 1 

Urbana-Champaign Senate Statement of Policy on the Use of Television 

The following proposal from the 
Senate Committee on Educational 
Policy was approved by the Urbana- 
Champaign Senate at its regular bi- 
monthly meeting on April 11, 1960: 

"The availability of television fa- 
cilities enormously increases the ca- 
pacity of the University of Illinois to 
serve both its resident students and 
the citizens of the state. In order 
that the use of this media may con- 
form to sound educational practice 
the following standards are to be 
applied : 

1. When the sole question is one 
of employing television techniques in 
a resident course for regularly en- 
rolled students the college in which 
the course is offered shall retain a 
full measure of autonomy, including 

control over the question of attend- 

2. When television is used for 
other than resident students, and 
credit is being given: 

a. The course must be one 
which is oflFered in residence. 

b. The course must be pre- 
pared and presented by the 
appropriate resident depart- 

c. Credits earned in such 
courses cannot be counted 
as residence credits. Candi- 
dates for certain degrees 
may, however, in accordance 
with the present practice re- 
specting extramural courses, 
apply up to sixty undergrad- 
uate semester hours toward 
the baccalaureate degree or 
four units toward the mas- 

ter's degree for credits earned 
in the television and other 
extramural programs, pro- 
vided all other University re- 
quirements have been met 
and necessary approval is se- 
cured for courses pursued 
from the college or school in 
which the degree is to be 

3. When television is used for 
other than resident students, and 
credit is not being given, admission 
and registration will be in accord- 
ance with appropriate University 
regulations, such as those of the Di- 
vision of University Extension for 
extramural classes. 

4. This policy is to be effective 1 
September, 1960, but shall be re- 
viewed annually by the Educational 
Policy Committee." 

Doctorates frojti Leading American Graduate Schools, 1861-1958 

The following table is taken from an article by Walter Crosby Eells entitled "Doctorates from Leading American 
Graduate Schools, 1861-1958" which appeared in the February 27, 1960 issue of School and Society. The summary 
will also appear in the eighth edition of American Universities and Colleges to be published this month by the Amer- 
ican Council on Education. 

Leading American Graduate Schools According to Number of 
Doctoral Degrees Conferred, 1861-1958 and 1948-58 


Date of 














in Rank 

Columbia Univ 1875 11,304 1 1 

Univ. of Chicago 1893 7,985 2 6-4 

Harvard Univ 1873 7,495 3 4-1 

*Univ. of Wisconsin .. . 1892 6,988 4 3 +1 

*Univ. of California. . . 1885 6,932 5 2+3 

Cornell Univ 1872 6,035 6 10 -4 

Yale Univ 1861 5,451 7 12 -5 

*Univ. of Illinois 1900 5,279 8 5+3 

New York Univ 1887 5,045 9 7+2 

*Univ. of Michigan. .. . 1876 4,923 10 9 +1 

*Ohio State Univ 1879 4,561 11 8 +3 

*Univ. of Minnesota. . . 1888 4,082 12 11 +1 

Johns Hopkins Univ... 1878 3,690 13 28 -15 

Univ. of Pennsylvania. 1871 3,561 14 18 -4 

*State Univ. of Iowa. . . 1900 3,457 15 16 -1 

Stanford Univ 1894 2,908 16 13 +3 

Mass. Inst, of Tech- 
nology 1907 2,709 17 14 +3 

Princeton Univ 1879 2,232 18 26 -8 

Northwestern Univ.... 1896 2,124 19 19 

*Iowa State Univ 1916 2,116 20 23 -3 

Catholic Univ. of 

America 1895 2,098 21 27 -6 

♦Purdue Univ 1928 2,092 22 15 +7 

♦Indiana Univ 1883 2,065 23 17 +6 

*Univ. of Texas 1915 1,941 24 20 +4 

Univ. of Pittsburgh. . . 1886 1,927 25 25 
♦Pennsylvania State 

Univ 1927 1,723 26 22 +4 

Univ. of Southern 

California 1927 1,694 27 21 +6 

*Univ. of North 

Carolina 1883 1,374 28 29 -1 

California Inst, of 

Technology 1920 1,276 29 32 -3 

*Univ. of Washington.. 1914 1,256 30 30 

Boston Univ 1877 1,225 31 33 -2 

♦Michigan State Univ. . 1926 1,184 32 24 +8 

Univ. of Missouri 1899 1,163 33 34 -1 

Fordham Univ 1918 1,140 34 37 -3 

Duke Univ 1929 1,079 35 36 -1 

Syracuse Univ 1873 1,052 36 31 +5 

♦Univ. of Maryland .. . 1920 1,006 37 35 +2 

* Institution under public control. 

Resolution on Inter-collegiate Athletics, Urhana-Champaign Senate 

The Urbana-Champaign Senate 
adopted the following resolution at 
its April 11, 1960 meeting: 

"Whereas recent actions and state- 
ments relating to Big Ten athletics 
indicate that there is a need to re- 
examine and formulate some policy 
guides with respect to the place of 
inter-collegiate athletics in university 
life, and whereas we believe that 
athletics have a place within the 
university only insofar as they clearly 
contribute to and do not detract 

from the educational functions and 
purposes of the university, it is here- 
by resolved that: 

1. The Senate Committee on Ath- 
letics shall be directed to prepare 
a policy statement with respect to 
the place of inter-collegiate ath- 
letics within the university. 

2. The Committee shall also ex- 
amine and assess the athletic 
program of the university to de- 
termine whether it conforms reas- 
onably to the policy principles. 

Such investigation shall include, 
but not be limited to, such items 
as organization, financing and re- 
sponsibility of the Athletic Asso- 
ciation, recruiting and financing 
of athletics, scheduling of games 
and events, tenure for the Athletic 
Director and coaches, and meth- 
ods of expanding intra-mural ath- 
letic programs. 

3. The Committee report shall be 
submitted to the Senate for its 

Revision of Code of Fair Educational Practice 

In 1946, the Board of Trustees 
stated that "The officers of the Uni- 
versity will continue a policy of long 
standing which will favor and 
strengthen those attitudes and social 
philosophies which are necessary to 
create a community atmosphere in 
which race prejudice cannot thrive." 

In 1958, the University issued a 
"Code of Fair Educatiorial Practice," 
Section IX of which provides that: 

The University administration encour- 
ages non-discriminatory practices in 
commercially operated rooming houses. 
However, health, safety, and moral 
standards are recognized as the basic 

criteria for approved housing. The Uni- 
versity administration encourages those 
who serve the general student body to 
treat all students alike, regardless of 
race, creed, or national origin. 

Since that time the University has 
endeavored to make progress to- 
wards enlisting public affirmation of 
non-discrimination in off-campus 
housing through a program of edu- 
cation and persuasion, and it will 
continue this program. 

Consistent with the stated policy, 
the University has now adopted the 
following addition to Section IX of 
the "Code of Fair Educational Prac- 

tice" as an earnest of its willingness 
to accept due responsibility in this 
crucial area of public concern: 

The University will approve no new i 

privately operated student rooming I 
house unless the owner agrees to make 
its facilities available to all students 
without discrimination with respect to 

race or religion. When ownership of i 

presently approved housing changes, 1 

University approval will be continued •] 

only if the new owner agrees to make ' 

its facilities available to all students (; 

without discrimination with respect to •] 

race or religion. These provisions do f| 
not apply to a house which is the pri- 
vate home of the owner and in which 

no more than three rooms are rented. > 




No. 9, June 1, 1960 

\University Policy Governing the Administration of Research Contracts, 
Grants and Grnduate Fellowships 


The General Rules Concerning 
University Organization and Proce- 
dure include provisions for the ad- 
ministration and coordination of 
research supported by outside agen- 
cies. A pertinent statement under 
these rules appears in Sec. 14 (a) as 
follows: "The administrative co- 
ordination of such programs shall 
be under the Agricultural Experi- 
ment Station for departments in the 
College of Agriculture, the Engi- 
neering Experiment Station for de- 
partments in the College of Engi- 
neering, and the University Research 
Board for all other departments." 
Except for the provision in Sec. 18 
of the Statutes for the creation by 
the Trustees of special units of the 
Graduate College "for carrying on 
or promoting research in areas 
which are broader than the respon- 
jsibility of any one department," 
jthere is no specific provision for the 
administration of interdisciplinary 
programs, nor for University-wide 
planning of research. 

Henceforth, when departments 
from only one college or administra- 
|tive unit are concerned, the admin- 
[istrative responsibility for research 
sponsored by an outside agency shall 
rest with the appropriate college (or 
[other administrative unit) and not 
with the University Research Board. 
This places all colleges on the same 
footing as Engineering and Agri- 
iculture, except that additional 

experiment stations need not be 
established. By "administrative re- 
sponsibility" is meant responsibility 
for processing budgetary appoint- 
ments (other than fellowships), and 
for preparing and processing requi- 
sitions, vouchers, and similar papers. 
Much confusion will be avoided by 
this change since, under the present 
system, the different administrative 
channels are often inadvertently in- 
terchanged. In particular, the han- 
dling of budgetary appointments by 
the colleges with which the depart- 
ments are identified should elim- 
inate some of the problerns of inter- 
college communication with respect 
to individuals on research appoint- 
ments for whom permanent commit- 
ments exist within the colleges. As 
for appointments divided between 
research and teaching, there is a dis- 
tinct advantage to having one col- 
lege handle the appointments. Ap- 
pointments to the graduate faculty 
will, of course, continue to be the 
responsibility of the Graduate Col- 
lege regardless of budgets. 

In addition, the administration of 
any interdisciplinary research pro- 
gram supported by an outside 
agency with major contributors 
from departments of more than one 
college or administrative unit will 
be assigned by the University Re- 
search Board. 

The above described changes will 
not affect the present responsibilities 

for review of all applications for 
outside aid by the Chairman of the 
University Research Board. More- 
over, responsibility for initiating 
general policies affecting more than 
one college will rest with the Uni- 
versity Research Board. 

The University Research Board is 
also authorized, on behalf of the 
President, to collect and analyze 
data pertaining to the University's 
capacity to carry on research and to 
make recommendations as to the 
general objectives to be pursued. In 
the years immediately ahead facili- 
ties will be critical, by short supply, 
and it is imperative that plans be 
made for their most effective use. 
Among the problems to be dealt 
with will be. those of space utiliza- 
tion, priorities for expansion, salary 
policies applicable to contract re- 
search appointees, and the like. It 
will also be most desirable to iden- 
tify and encourage those research 
activities that bear a close relation- 
ship to our total educational objec- 
tives. The University will also have 
to determine whether or not there 
are activities related to research that 
might better be carried on outside 
the University, so as to release facili- 
ties for work more in keeping with 
its general objectives. 

It is not intended that the Uni- 
versity Research Board should deal 
with the details of research admin- 


istration and direction; rather, the 
Board will direct its efforts toward 
advising the President about policies 
and programs having all-University 

This statement may appropriately 
conclude with a paragraph sum- 
marizing existing policy concerning 
fellowships and appointments which 
are of a fellowship character. All 
appointments to graduate, postdoc- 
toral or faculty fellowships, and all 
tuition and fee waivers for graduate 
students that are not otherwise auto- 
matically provided through Univer- 
sity rules or by public law, and all 

appointments by any other name 
involving tax-free stipends, identi- 
fied as the equivalent of fellowship 
stipends under the interpretations of 
the Office of Internal Revenue, will 
be administered by the Graduate 
College. Moreover, any and all 
other expenditures made from the 
same accounts from which fellow- 
ships or other tax-free stipends are 
made will be administered by the 
Graduate College. 



On April 20 the Board of Trus- 
tees named Harold R. Snyder 

Associate Dean of the Graduate 
College. In this new position he 
will be concerned with the work of 
the University Research Board and 
research coordination in the Uni- 
versity in accordance with the above 
stated policy. Dr. Snyder joined the 
faculty of the University of Illinois 
in 1936 and has been a professor of 
Organic Chemistry since 1945. In 
1957 he was named Associate Head 
of the Department of Chemistry and 
Chemical Engineering. In addition 
to his new appointment he will con- 
tinue during the coming year as Re- 
search Professor of Organic Chem- 
istry on a half-time basis. 

Center for Zoonoses Research 

At its meeting on January 20, 
1960, the Board of Trustees of the 
University approved a recommenda- 
tion by the President relative to the 
establishment of a Center for 
Zoonoses Research. The text of the 
agenda item was as follows: 

The Dean of the College of Vet- 
erinary Medicine has proposed the 
establishment of a Center for Zoo- 
noses Research ait the University of 
Illinois according to the plan of 
organization set forth below. A 
special committee appointed by the 
Vice President and Provost to study 
this proposal has recommended ap- 
proval. The Vice President and 
Provost and the Dean of the Gradu- 
ate College concur. 

Research on the zoonoses is highly 
desirable and worthy of effort on 
the part of the University. The 
zoonoses are being increasingly rec- 
ognized as of major importance to 
human and animal health and wel- 
fare. Establishment of the Center 
would focus more attention on the 
zoonoses, encourage more research 
upon them, and promote needed 
interdisciplinary cooperation and co- 
ordination in this area. In addition, 
it would attract substantial amounts 

of outside support. The idea of our 
establishing the Center — the second 
one in the world and the only one 
in the United States — has received 
enthusiastic praise and offers of co- 
operation from national and inter- 
national leaders in the field. 


The organization and function of 
the Center are to be as follows : 

(a) The Center for Zoonoses Re- 
search is responsible for carrying out 
research on the zoonoses — diseases 
common to animals and man — and 
related diseases, parasites, and dis- 
ease agents, including studies of 
their epizootiology, epidemiology, 
pathology, etiology, control and 
host-parasite relationships. In de- 
veloping and carrying on such pro- 
grams, use shall be made of the 
Center staff as well as of the staffs 
of other University departments and 
divisions. Cooperative work will 
also be carried out with other public 
and private research and service 

(b) The administrative head of 
the Center shall be a Director ap- 
pointed biennially by the Board of 

Trustees on the recommendation of 
the President. An Associate Di- 
rector shall be appointed in the 
same manner. 

(c) The staff of the Center for '■ 
Zoonoses Research shall be com- ' 
posed of three types of members: i 
(1) Senior Members; these may or '\ 
may not hold joint appointments in 
other departments or divisions of 
the University; (2) Associate Mem- ; 
bers; these may or may not hold ' 
joint appointments in other depart- ;' 
ments or divisions of the University; ;' 
(3) Consulting Members; these 
shall be members of the staffs of 
institutions or organizations other 
than the University of Illinois. 

(d) The Executive Committee of 
the Center shall be composed of all 
Senior Members. The Director shall 
be an ex officio member and the 
chairman of the Executive Commit- 
tee. The Executive Committee shall 
advise the Director on the admin- 
istration of his office, including the 
formulation of plans and the prepa- 
ration of the budget. 

The Director of the Center for 
Zoonoses Research shall be the Dean 
of the College of Veterinary Medi- 

cine, who also serves as administra- 
tive head of the Department of 
Veterinary Medical Science in the 
Graduate College and of the De- 
partment of Veterinary Research in 
the Agricultural Experiment Sta- 

The first Senior Members of the 
Center shall be appointed on nom- 
ination by the Director from among 
present faculty members of the Uni- 
versity. These will then constitute 
the Executive Committee. Scien- 
tists not at present associated with 
the University may be appointed 
also. Senior Members shall be ap- 
pointed on indefinite tenure. 

Associate Members will be ap- 
pointed for one or two-year periods 
and will not be reappointed for 
more than three consecutive terms. 

They will be appointed on nomina- 
tion by the Director and Executive 
Committee with approval of the 
President and the Board of Trustees 
of the University. Associate Mem- 
bers may be appointed from among 
present members of the faculty, 
from persons not now on the faculty, 
and from scientists from other insti- 
tutions and areas who will want to 
work at the Center. 

Senior Members and Associate 
Members may receive all or part of 
their salaries from the Center's 
budget. If they hold joint appoint- 
ments in other departments or divi- 
sions, the proportions of their time 
devoted to research, teaching, ad- 
vising, etc., will be determined by 
mutual agreement with the depart- 
ments or divisions concerned. Part 
or all of the salary of Associate 

Members, including summer salary, 
may come from research grants 
such as those from the National 
Institutes of Health, the National 
Science Foundation or private foun- 

Research may be conducted either 
on campus or in the field. 

Appointments of Consulting 
Members will permit utilization of 
the counsel of outstanding scientists 
from other institutions, agencies and 
organizations, state, national and in- 
ternational. It is contemplated that 
Consulting Members will be ap- 
pointed for terms of one to two years 
on nomination by the Director and 
Executive Committee. They may be 
reappointed as many times as proves 
mutually desirable. 

It is recommended that the Center 
be activated September 1, 1960. 

Board of Trustees Resolution on Increased Retirement Annuities 
for Staff Who Retired Prior to September 1, 1959 

The resolution approved by the 
Board of Trustees on April 20 which 
follows was preceded by a presenta- 
tion of a plan proposed by a Com- 
mittee of the Emeriti at a meeting of 
the Advisory Committee to the 
Board of the University Retirement 
System on April 12, 1960. The Ad- 
visory Committee voted unanimously 
to approve the plan and to recom- 
mend its approval by the Board, 
leaving open for future considera- 
tion the years of service required 
(20) and a specific retirement age 
(65) as conditions for sharing in the 
increased benefits. 

Also on April 12, 1960 the Cham- 
paign-Urbana Senate Committee on 
Retirement, Hospitalization and In- 
surance endorsed wholeheartedly the 
action of the Advisory Committee to 
the Board of the Retirement System. 

Whereas, a Committee of the 
Emeriti representing members of the 
University of Illinois faculty who 

retired prior to September 1, 1959 
will request the Board of Trustees of 
the University Retirement System of 
Illinois to consider a plan to provide 
increased retirement benefits for 
those who retired prior to establish- 
ment of the University Retirement 
System of Illinois in 1941 and for 
those who retired after September 
1, 1941 but prior to September 1, 
1959; and 

Whereas, the amendments of 
the Act creating the University Re- 
tirement System of Illinois adopted 
in 1959 which provide more equi- 
table annuities and other benefits 
available to employees of State in- 
stitutions of higher education did 
not provide for any adjustments in 
the retirement allowances of the 
Emeriti of 1958 and former years; 

Whereas, those who retired prior 
to September 1, 1941, and whose 
annuities are paid by the University 

as deferred compensation for service 
rendered prior to retirement, are re- 
ceiving annuities far below the an- 
nuities available under the Univer- 
sity Retirement System of Illinois; 

Whereas, the annuities of those 
retired after September 1, 1941 but 
prior to September 1, 1959 are not 
proportional to the contributions re- 
quired of participants, do not take 
into account the unrecorded equity 
toward retirement allowances earned 
by service prior to 1941 and do not 
provide adequate benefits for a sur- 
viving wife or dependent children; 

Whereas, many of these Emeriti, 
after spending virtually their entire 
careers in the service of the State 
universities of Illinois are dependent 
largely upon their retirement annui- 
ties, and are in serious financial 
need; and 

Whereas, the University Council 
and the Urbana Senate Committee 

on Retirement Insurance and Hos- 
pitalization have been consulted and 
are in sympathy with this request; 

Whereas, the Committee is also 
requesting the endorsement of its 
plan by the Teachers College Board 
and the Board of Trustees of South- 

ern Illinois University; now there- 
fore be it 

Resolved by the Board of Trus- 
tees of the University of Illinois that 
it endorses in principle the request 
of the Committee of the Emeriti 
that the Board of Trustees of the 
University Retirement System of Illi- 

nois consider a plan and support in 
the 1961 session of the General As- 
sembly of Illinois the necessary leg- 
islation to provide the much needed 
improvements in retirement benefits 
for those who retired from the serv- 
ice of the State universities prior to 
September 1, 1959. 

Resolution of the Illinois Committee for Cooperation in Higher Education 

A resolution calling for support of 
the needs of higher education in Illi- 
nois was overwhelmingly endorsed 
May 13, 1960, at a special meeting 
of the Illinois Committee for Coop- 
eration in Higher Education at Chi- 
cago's Union League Club. 

The Committee, appointed by the 
Illinois Conference on Higher Edu- 
cation (which is composed of all col- 
leges and universities in the state), 
expressed its grave concern for the fu- 
ture of higher education in the state. 

Present at the meeting were six 
representatives of the state's tax- 
supported Universities (representing 
the Joint Council on Higher Educa- 
tion) ; six private colleges (repre- 
senting the Federation of Illinois 
Colleges) ; two public and one pri- 
vate junior college delegates (repre- 
senting the Illinois Association of 
Junior Colleges) ; and five represent- 
atives of educational agencies in the 
state, other than those mentioned. 

Although the private college and 
junior college members of the Com- 
mittee do not figure to directly bene- 
fit from the proposed Universities 
Bond Issue (up for consideration in 
the November 8 general election), 
representatives of these institutions 
generally support "without reserva- 
tion," the Universities Bond Issue. 

A spokesman for the Committee 
indicated that "what has often been 
called the 'family quarrel' between 
private and public institutions of 
higher education is greatly exagger- 
ated; that the common need for 

expanded financial support should 
bring all institutions of higher edu- 
cation in this state closer than ever 

The text of the Committee's reso- 
lution reads as follows: 

The Illinois Committee for Coopera- 
tion in Higher Education expresses its 
grave concern for the future of higher 
education in the State of Illinois. Un- 
less the rate of support for higher 
education is greatly increased the com- 
mittee affirms its conviction that the 
educational needs of the State of Illi- 
nois by 1970 will be greater than the 
combined resources of the tax-supported 
universities, junior colleges and private 

We recognize with appreciation the 
distinct contributions made to the state 
and to the national welfare by the jun- 
ior colleges, private colleges and tax- 
supported universities. Each institution 
needs strengthening of facilities and fac- 
ulties. We call on the citizens of the 
State to provide the needed educational 
facilities for the young people of our 
commonwealth whom the State must 
educate, by increasing substantially the 
amount given to all educational institu- 
tions through private philanthropy, in- 
dividual and corporate. 

We support, without reservation, the 
Universities Bond Issue to be voted 
upon in the November election. 

We recognize the need for increased 
tax support for Higher Education in the 
State of Illinois, including provisions 
for state funds for much needed junior 
college buildings and for increased state 
support for operation of junior colleges. 

We call on the Legislature to broaden 
the base and extend the scope of the 
State Scholarship Program in an' 
amount commensurate with the growing 
need for scholarship assistance. 

Members of the Committee are: 
President Conrad Bergendoff, Au- 
gustana College, Rock Island; Pres- 
ident Lloyd M. Bertholf, Illinois 
Wesleyan University, Bloomington, 
111.; President Robert G. Bone, Illi- 
nois State Normal University; Presi- 
dent and Committee Chairman 
Raymond Dooley, Lincoln College, 
Lincoln, 111.; President David D. 
Henry, University of Illinois; Mr. 
R. O. Birkhimer, Office of the Su- 
perintendent of Public Instruction, 
Springfield, 111.; Dr. Richard O. 
Browne, Teachers College Board, 
Springfield; President Quincy 
Doudna, Eastern Illinois University, 
Charleston, 111.; Dean Kenneth Ed- 
wards, Belleville Junior College; 
President Leslie A. Holmes, North- 
ern Illinois University, DeKalb, III.; 
Mr. Robert Johns, Director of the 
Illinois Commission on Higher Edu- 
cation, Chicago; President Arthur 
Knoblauch, Western Illinois Univer- 
sity, Macomb; President Paul Mc- 
Kay, Millikin University, Decatur; 
Dean Peter Masiko, Jr., Chicago 
City Junior College, Chicago; Presi- 
dent Delyte W. Morris, Southern 
Illinois University, Carbondale; The 
Rev. Father Comerford J. O'Malley, 
President, De Paul University, Chi- 
cago; President Edward J. Sparling, 
Roosevelt University, Chicago; Mr. 
Albert N. Williams, Executive Di- 
rector of the Associated Colleges of 
Illinois; and Mr. Fred W. Heitmann, 
Jr., Chairman of the Illinois Com- 
mission of Higher Education. 





mimm of \\mm 

No. 10, June 14, 1960 

Excerpts from ''''The Junior Colleges in Illinois, ^^ ^f) W6I 
By David D. Henry, President, University of Illincmmm 

I MAY 28, 1960 

\ It is obvious to all who have 

: Studied the future of higher educa- 

I tion in Illinois that the junior college 

must have a large and prominent 

part in that development. In no 

(Other way can the load be so 

promptly and effectively handled at 

the freshman-sophomore level. Many 

feel that we are already tardy in 

developing a state-wide program 

and that no time is to be lost in 

lencouraging communities and the 

State to get on with the job. 

At the same time that the need 

;for the expansion of junior colleges 

|is stressed, it must also be emphasized 

ithat their growth will not relieve the 

(State universities of a need for great 

development. The universities will 

have to be prepared to care for the 

jincreased number of transfers from 

'the junior colleges as well as their 

lormal share of the increase in en- 

jrolment at the freshman and sopho- 

Tiore level. The private institutions 

A'ill also be called upon to accept 

i;heir share of the growth. Thus, it 

iS obvious that to carry the load 

;here will have to be the highest 

idnd of cooperation among all the 

nstitutions of the State, for there is 

(nore to do than all the institutions 

i)ut together will probably get done. 


The key to the phenomenal growth 
m the junior college is that it serves 
ommuting students. 

Enlarging and establishing insti- 
tutions where the people live have 
accounted for much of the remark- 
able extension of higher education 
opportunity in recent years and the 
same factor must be viewed as an 
important part of meeting the task 

Commuting students today consti- 
tute well over half of the college 
population of America. In addition 
to the junior college population, 
there are the large numbers at the 
urban colleges and universities and 
many are in attendance at what are 
thought of as resident institutions. 
The number of students commuting 
to so-called campus residence insti- 
tutions is surprisingly large. 


The growth of the junior college 
across the nation reflects what has 
happened as communities have or- 
ganized to meet the needs of com- 
muting students. 

In 1900 there were 8 junior col- 
leges, all of them under private 
control. In 1959-60 the U.S. Office 
of Education Directory listed 255 
private junior colleges and 330 pub- 
licly controlled, for a total of 585. 
Their combined enrolment was over 
618,000 compared to the 100 stu- 
dents who were enrolled in the 8 
junior colleges 56 years ago. 

At the present time there are 20 
junior colleges in Illinois. The Chi- 

cago Junior College has 6 branches. 
The total enrolments in the fall of 
1959 were 29,201. Thus, the junior 
colleges in the State in the fall of 
1959 carried 15.8 percentage of the 
total enrolments in the State. 

The junior college development is 
rightly called a movement and the 
concept of the junior college has 
shown great flexibility in the indi- 
vidual adaptation to local needs. 

In this latter statement we have 
a very significant poipt. The prep- 
aration of students who are bound 
for college degrees in other institu- 
tions is only a part of the task of the 
junior college. For many students 
the work in the junior college is gen- 
eral education — for those who want 
some post-high school work but who 
are not interested in a four-year pro- 
gram. For many others, specialized 
curriculums have been set up in 
technical and vocational fields and 
in some so-called subprofessional 

And the college age group is not 
the sole constituency of the junior 
college. Adults on part-time sched- 
ules find educational opportunity for 
personal growth, for in-service train- 
ing for vocational improvement, for 
intellectual recreation; and the rec- 
ord shows that adults would rather 
attend a junior college than an eve- 
ning program in a high school or 
under the auspices of the elementary^ 
secondary schools. 

Too, conventional courses are not 
the only means to these enlarged 
objectives. Short courses, lectures, 
forums, concerts, craft and hobby 
shops, book reviews, special commu- 
nity events, consultation and guid- 
ance services, and comparable 
activities have made the junior col- 
lege a unique community institution. 

The junior college is not merely 
a "trial run" for students of uncer- 
tain academic ability. It serves this 
purpose just as does the first year or 
two of a degree program, but the 
junior college should not be viewed 
primarily as a screening device for 
the colleges and universities of the 
state. The service of the junior col- 
lege has a positive quality as it meets 
the objectives and needs of those 
whom it serves. Controlled by local 
authority, it is able in manifold ways 
to relate its program directly to the 
community of which it is a part. 

Many students will want to gradu- 
ate from the junior college to the 
senior college, but probably for many 
more, the junior college will be a 
terminal program, either in general 
education or ill specialized educa- 
tion, or in on-the-job training. 

Thus, in the junior college four 
national trends in contemporary edu- 
cation converge: 

1. Post-high school service for the 
student who wants general or tech- 
nical education, but who is not a 
candidate for a four-year program. 

2. The first two years of degree 
work for commuting students. 

3. Adult education in a collegiate 

4. Community service from a col- 
lege organization. 

The partnership between the State 
and the community in tax support 
for the junior college, along with the 
student's contribution, makes possi- 
ble a sound financial structure for a 
development of an institution in a 
community which has a sufficiently 
large tax base and a sufficiently large 
enrolment base to support a sound 

The local contribution is justified 
in local outcomes. Close to the peo- 
ple, the junior college inevitably is 
required to serve the educational and 
cultural needs of the community of 
which it is a part. The trends in this 
direction have already been firmly 
established, and ways and means of 
integrating the junior college with 
the needs of community life will be- 
come even more effective in the 

Thus the junior college may be 
seen as supplying a vital part in the 
increasing diversity of educational 
opportunity in America — a diver- 
sity which now must be viewed as 
state or regional in its scope and 
plan rather than within the capacity 
of any one or a few institutions. 


To encourage the development of 
junior colleges, both strengthening 
existing units and helping the estab- 
lishment of new ones, the University 
of Illinois has given assistance wher- 
ever it could. Representatives en- 
dorsed the original authorizing 
legislation over twenty years ago and 
the University has brought support 
to the junior colleges in the inter- 
vening years. 

This support has been expressed 
formally in public statements, in in- 
stitutional reports, in a declaration 
of relationship between the Univer- 
sity of Illinois planning for its own 
growth and the development of jun- 
ior colleges, in public testimony in 
support of increased state appropria- 
tions for junior colleges, in working 
relationships between professional 
groups of the Association of Junior 
Colleges and the University. 

The Office of Field Services of the 
College of Education has assisted 
communities interested in the estab- 
lishment of junior colleges to under- 
take studies which measure the need 
and the resources for financial sup- 
port. Also, consultation service has 
been offered to help communities in 

determining how best to meet the 
criteria established by the State Su- 
perintendent of Public Instruction 
for the approval of new colleges or 
for accreditment by the North Cen- 
tral Association of Colleges and Sec- 
ondary Schools. 

Further, the University has dealt 
with the Junior College Association 
in considering ways and means of 
improving the articulation of junior 
college work with the four-year pro- 
grams in the institutions of the State. 
The University has also worked with 
the Association in other ways to en- 
courage the development of a state- 
wide program. 

The Extension Service of the 
University gives consultant help 
whenever it is requested and, in 
cooperation with local authorities, 
supplements instructional offerings 
whenever the Division can do so 
within existing resources and state 

The effective preparation of new • 
teachers for junior college employ- ; 
ment will receive increasing atten- 
tion by the University departments : 

The College of Education has in- ; 
stituted a program in Higher Edu- 
cation, which will include teaching, 
research and services related to jun-, 
ior colleges. Other colleges of the; 
University will collaborate. '! 

Increased attention will also be;; 
given to the field of post-high school '■ 
technical education. A special study 
of the needs for post-high school 
technical education in Illinois and a 
proposed plan for development will, 
be available in a few months, from 
a study group in the College of Edu- 
cation. Special arrangements have 
recently been established with the 
State Superintendent of Public In- 
struction to provide, along with 
other universities, consulting service 
and training for those to be engagec 
in making surveys preliminary to thf 
establishment of junior colleges 
Some help will also be provided ii 

the actual survey work diu'ing the 
current period of increased demand. 
On May 17, 1960, the Board of 
Trustees of the University of Illinois 
established 75 tuition-waiver scholar- 
ships, to be awarded on the basis of 
superior scholarship and financial 
need. This action is an expression 
of confidence in graduates of junior 
colleges and of a desire to strengthen 
relationships between the University 
and the junior colleges of Illinois. 

The citizens of Illinois face the 
crucial problem of how best to pro- 
vide for the education of the large 
numbers of young people who will 
be coming from the high schools and 
seeking the further education from 
which they can profit and from 
which the state and nation will profit. 
This is an enormous education prob- 
lem which demands the attention 
and the efforts of University per- 
sonnel as well as citizen and school 

leaders throughout the state, work- 
ing in cooperation. At the University 
of Illinois, we arc assuming that the 
expansion of the junior college move- 
ment in Illinois will be one of the 
most significant developments in this 
state during the next two decades. 
The University expects to apply, to 
the fullest extent possible, its teach- 
ing, service and research resources in 
encouraging that development. 

Board of Trustees Policy Statement on Construction of Family Housing 


In January, 1956, the Board of 
Trustees approved a comprehensive 
program for the construction of stu- 
dent housing, including family hous- 
ing. As stated in this program the 
planning is subject to revision from 
time to time according to the needs 
of the University and the availability 
of adequate private housing in the 
community of Urbana-Champaign. 
, Indeed, in 1958 these factors being 
j taken into account the construction 
I schedule was revised accordingly. 
j Recent questions raised by the 
f Apartment Owners Association of 
\ Champaign-Urbana concerning the 
i need for construction by the Uni- 
] versity of additional family housing 
J; have been answered in conferences 
with representatives of the Associa- 

tion. However, it is desirable that 
there be public understanding of the 
University's program and needs, and 
it is therefore recommended that the 
Board authorize the following policy 

1. The projected enrolments for 
the University at Urbana-Cham- 
paign indicate that there will be 
a continuing need for family housing 
facilities for students, faculty, and 
staff. Without additional housing, 
the University cannot continue to 
grow at Urbana-Champaign. 

2. If the facilities are to be avail- 
able when needed, decisions for plan- 
ning and construction must be based 
on projected enrolments. 

3. The University's enrolment 
projections and estimated housing 

requirements are always available 
and plans will continue to be an- 
nounced as soon as they are ap- 

4. The University hopes that pri- 
vate builders in the community will 
continue to help provide suitable 
housing for faculty, staff, and mar- 
ried students. 

5. The University's efforts will be 
directed toward providing married 
students' housing facilities meeting 
University conditions and require- 
ments which are estimated to be 
unavailable elsewhere in the local 

6. The final appraisal and deci- 
sions as to need, both present and 
projected, must be the responsibility 
of the Board of Trustees. 

Committees on Committees of the Senates 

Urbana-Champaign Senate: Profes- 
sors Gerald M. Almy, Robben W. 
Fleming, Harold W. Hannah, 
Charles M. Kneier, and Alan K. 


In Issue No. 8 of the Faculty Let- 
ter, item 2(d) was inadvertently 
omitted from the Urbana-Cham- 

Chicago Professional Colleges Sen- 
ate: Professors Isaac Schour, 
James E. Gearien, and Roger A. 

Chicago Undergraduate Division 

paign Senate Statement of Policy on 
the Use of Television. This item 
reads "d. Admission and registration 

Senate: Professors Bernard J. 
Babler, Alden D. Cutshall, Lucille 
Derrick, and Harold R. Goppert; 
Associate Dean Harold E. Tem- 

will be in accordance with appropri- 
ate University regulations." 





The Building Program of the University ojtuinms 

No. 11, August 5, 1960 

for the 1961-63 Biennium 

Following are excerpts from the Building Program 
as recommended by the Building Program Committee 
which is composed of Norman A. Parker, Chairman, 
Royden Dangerfield, Granville A. Bennett, Russell N. 
Sullivan, Robert P. Hackett; Staff, Charles S. Havens, 
Ernest L. Stouffer, James V. Edsall, Harlan D. Bareither, 
Donald C. Neville, Secretary; The University Council, 
and the President of the University and approved by 
the Board of Trustees, July 26, 1960: 


The basic planning philosophy of the University is 
simple and comprehensive. It rests upon the premise 
that the University of Illinois is an agency of the people 
of the State and that it is devoted to a threefold pur- 
pose : ( 1 ) the education and training of youth ; ( 2 ) the 
research designed to add to the store of knowledge in all 
the fundamental fields of learning; and, (3) to render 
those services for which it is particularly suited to various 
segments of the State's life such as agriculture, industry, 
health sciences, commerce and government; all this to 
the ultimate end that the University shall contribute to 
the civic health and economic prosperity and to the 
enrichment of the lives of its citizens. 

Early in 1958, the University was asked for a sum- 
mary of the building needs for the years immediately 
ahead, as background for the proposed Bond Issue ref- 
erendum in November of that year. 

A ten-year plan was developed and approved. It was 
anticipated that with changing circumstances, revisions 
would be required. The changes which have come about 
in the last two years have indicated that the ten-year 
development plan is a necessity if the University is to 
continue to meet its obligations. Certain major assump- 
tions were made in arriving at the figures which were 
used in the Ten- Year Building Program. 

For example, the amount recommended for the 
Chicago Undergraduate Division provides only for the 
continuation of the present program on a permanent 
site. The nature and the time table for expansion to a 


four-year program have been proposed but have not 
been finally determined. Other changes in programs or 
shifts in enrollments to courses requiring laboratory facili- 
ties will also increase these estimates of cost. 

It is further assumed that the people of Illinois will 
want the University to continue its research and exten- 
sion work and to find new ways to improve agriculture, 
to build better roads and bridges, to improve business 
practices, to build better and more economical homes 
and to make this knowledge available through publica- 
tions, lectures, conferences and short courses both on and 
oflF the campus. 

The resulting ten-year development plan, spread over 
the five biennia, 1959-69 at Urbana-Champaign and the 
Chicago Professional Colleges, and for two biennia 1959- 
63 for the Chicago Undergraduate Division called for 
total expenditures as follows: 

Chicago Professional Colleges $ 32,500,000 

Chicago Undergraduate Division (to pro- 
vide permanent quarters for the 
present program with capacity for ex- 
pansion of enrollment to 6,000) 50,000,000 

Urbana-Champaign 1 16,000,000 

Total $198,500,000* 

( * This does not include residence halls which are self- 
liquidating over their useful life nor other projects to be 
financed outside of State appropriations.) 

The University has received but a small portion of 
the $14,190,000 appropriated in 1959. While some ad- 
ditional funds will be released, it is obvious that the 
amounts will be insufficient to make substantial progress 
in completing the projects provided for by the limited 
appropriation for this biennium. Consequently, the Uni- 
versity has been restricted in its ability to take enrollment 
increases, as planned, to continue and expand research 
functions and to render services to the people for which 
it is particularly suited. 

Although the University of Illinois has a large and 
imposing campus at Urbana and at the Medical Center 

in Chicago, there are serious space deficiencies at both. 
The need for a permanent site for the Chicago Under- 
graduate Division has been fully stated. 

If the University is to take the enrollment increases 
projected and if it is to continue and expand research 
functions and provide services throughout the State in 
the manner of the past, the figures presented here are 
realistic measures of the need. 

The recommended 1961-63 capital budget request is 
analyzed in the following tables: 

Table II* 

Funds Appropriated In 1959 But Not Released. 

Reappropriation Is the Highest Priority' 

(Analyses of these projects were included in the 
1959-61 recommendations) 

1. Power Plant Addition $ 4,045,000 

2. Utilities Distribution System 2,355,000 

3. To Supplement Outside Grants 

a. Labor Relations Building 350,000 

b. Health Research Facilities 835,000 

4. Land — Chicago Undergraduate 

Division 925,000 

a. Planning and Improvement — 

CUD 1,533,000 

5. Land — Urbana 431,000 

6. Completion of 

a. First stage of Physics Building . . 280,000 

b. First stage of Fine and Applied 

Arts Building 250,000 

c. First stage of Medical Research 

Lab. — CPC 410,000 

7. Plans and Specifications 500,000 

8. Remodeling (Including Protection of 

Life and Property) 1,625,000 

9. Public Improvement Projects 440,000 

Total funds not released (13,979,000) ^ 


1 . Planning and Improvements — 

CUD 42,000 

2. Land — Urbana 19,000 

3. Remodeling (Including Protection of 

Life and Property) 150,000 

Total funds released to June 13, 

1960 (211,000)^ 

Total funds appropriated in 1959. . $14,190,000 

* Table I in the full report itemizes the ten-year building 
program, previously published. 

' Orderly long-range development depends upon doing cer- 
tain things before others. The University's program requires 
that all items on this schedule be performed prior to the next 
step proposed in Table III. 

^ Estimate of additional funds required to finance increased 
costs due to the delay of construction is approximately $213,300. 

' Additional funds are in the process of being released. 

Table III* 

Schedule of Recommended Capital Projects for the 1961-63 Biennium 

(In addition to the reappropriations of Table II) 


1. Education Building $ 3,455,000 

2. Commerce Building 3,200,000 

3. Physics Building — Second Stage 3,140,000 

4. Remodeling, Rehabilitation and 

Minor Additions (Urbana- 

Champaign) 800,000 

5. Library — 7th Addition 1,435,000 

6. Medical Sciences Addition (CPC) . . . 3,640,000 

7. Remodeling, Rehabilitation and 

Minor Additions (CPC) 2,213,000 

8. Physical Plant Service Building 

(Urbana) 2,120,000 

9. Electrical Engineering Building 

Addition 1,300,000 

10. Plant Sciences — Agronomy 3,700,000 

11. Additions for Offices and Instruc- 

tional Space 2,775,000 

12. University Press Addition 

(Print Shop Unit) 655,000 

13. Central Receiving Station 775,000 

14. Relocation of South Garage and J 

Motor Pool 600,000 ' 

Building Projects Total ($29,808,000) \ 


Urbana-Champaign 4,630,000 i 

Chicago Professional Colleges 300,000 ; 


Land Acquisition 

Urbana-Champaign 2,930,000 

Chicago Professional Colleges (865,000)^ 

Plans and Specifications 

Urbana-Champaign 1,785,000 

Chicago Professional Colleges 675,000 



Life and Property 

Urbana-Champaign 333,000 

Chicago Professional Colleges 575,000 

Campus- Public Improvements 

Urbana-Champaign 1,552,000 

Chicago Professional Colleges 110,000 


* It should be noted that the recommendations of Table 
III are based on the assumption that the funds listed in Table 
II, which were appropriated in 1959 will be received. For ex- 
ample, remodeling funds listed on Items 4 and 7 of Table III 
are in addition to the remodeling Item 8 of Table II. 

' To be purchased by the Medical Center Commission. 


Urbana-Champaign 1,200,000 

Chicago Professional Colleges 300,000 


Land acquisition and site development, 
architectural and engineering costs 
and building construction required 
to relocate the present two-year 
program $42,500,000^ 

Table III Total $86,698,000 

SUAAMARY BY CAMPUS (excluding reappropriations) 

Urbana-Champaign 36,385,000 

Chicago Professional Colleges 7,813,000 

Chicago Undergraduate Division 42,500,000 

Table III Total $86,698,000 

' Subject to revision upon final selection of site. 

Applicable to All Campuses 

1. It is recognized that all priorities proposed by the 
Building Program Committee are established on the as- 
sumption that most of the requested funds will be ob- 
tained, and that if there is a major reduction, such as 
occurred in 1959, priority ratings must be reconsidered 
by the University Administration during its negotiations 
with the Governor and members of the Legislature on 
the basis of money likely to be available. 

2- A project should be completed in one biennium in 
order that it will not be necessary to request reappropria- 
i tions from the State Legislature. Thus, buildings rec- 
ommended for construction in 1961-63 are limited to 
those projects for which plans and specifications can be 
prepared in time to permit completion of consti;uction 
before September 30, 1963. 

3. In general, each building project cost will be lim- 
ited to a maximum expenditure of $4,000,000 in any 
one biennium. 

4. Funds requested for planning and specifications 
will vary with the status of the Bond Issue. An excep- 
tion to 3 above may develop, since if the Bond Issue 
passes, prestmiably the disadvantages of reappropriation 
of funds would not develop so that larger building proj- 
ects which require more than one biennium for planning 
and construction could be recommended. 

5. Planning funds will be listed alphabetically and 
without priority so that commitments for the subsequent 
building program are not made. 

6. Planning funds requested in the 1961-63 biennium 
will not exceed $180,000 (which is 41/2% of $4,000,000) 
for any project. This limits any project to be constructed 

in the 1963-65 biennium to approximately $4,000,000 
and implies that staged construction will be required for 
projects estimated to cost more. 

7. It is assumed that planning funds will be available 
during 1959-61 for the following: 

a. Education Building 

b. Commerce Building 

c. Medical Sciences Addition 

d. Electrical Engineering Addition 

Plans for the construction of these buildings, based upon 
the space programs requested in 1959, will be ready to 
go out for bids by July 1, 1961. 

8. The space to be constructed in 1961-63 is based 
on the priority and space program of 1959 and will not 
greatly exceed the space allocated in the original pro- 
gram for any project. 

A. Urbana-Champaign Campus 

1. The housing prograpi will continue to be financed 
through income. However, it is assumed that capital 
appropriations will include funds to provide land and 
utility extensions. 

2. The recommended program is based on the Uni- 
versity standards for space. 

3. Planned utilization of space will be higher than at 

4. Construction costs are estimated at the 1961 level. 

5. Generally speaking, land acquisition and building 
planning must be completed the biennium preceding the 
two years used for construction. 

B. Chicago Professional Colleges 

1 . Land acquisition will continue to be financed from 
appropriations to the Medical Center Commission. 

2. In general, the need for a proposed program re- 
sults from: 

a. Changes in operational needs and patient care 
concepts in hospitals. 

b. Changes in the basic concepts of medical edu- 

c. Growth and enrollment intensification of re- 
search and improvement in service. 

d. Obsolete condition of some buildings. The 
original structures were obtained in a transfer 
to the University from the State Department 
of Public Welfare. The buildings were orig- 
inally constructed for welfare use and were ill- 
suited for modern, medical and dental college 
use. Subsequent remodeling has improved 
materially the facilities, but much remains to 
be done. The plans proposed represent a 
thoughtful study of what is needed to improve 
the facilities for a first-rate group of colleges of 
medicine, dentistry, pharmacy, and nursing. 

3. The space estimates are based on the standards 
of allocation and utilization proposed at Urbana- 
Champaign where applicable. 

4. Clinical facilities in the Medical Center district 
will be available to the University of Illinois supplement- 
ing those of the research and education hospital. 

To achieve the best results in education for the 
health professions and in-patient care, a high degree of 
utilization of many functions is necessary. In terms of 
the existing facilities of the Chicago Professional Colleges 
and its educational programs now in progress, a high 
concentration of building has been found to be advan- 
tageous. This has been the experience in other like in- 
stitutions. Such concentration promotes cohesion 
between basic scientists and the clinicians, between teach- 
ing research and patient care and among all the dis- 
ciplines involved in the health sciences. 

The building and remodeling program is believed to 
be sound in principle and logical in sequence. The anal- 
ysis of needs for these colleges has been based on the 
revised university standards for offices, laboratories and 
classrooms. The program has also been based on the 
changing character of the faculties of the colleges of 

medicine and dentistry where the trend has been toward 
full time teachers being added to the staffs. Mainte- 
nance of such a staff is only possible through the pro- 
vision of adequate office, research, and patient care 

C. Chicago Undergraduate Division 
The Legislature and the University are committed 
to the policy of providing permanent facilities for the 
relocation of the Chicago Undergraduate Division. The 
first stage of this program will provide permanent space 
for 6,000 students in a two-year program. Planning is 
being pushed forward as rapidly as possible to allow for 
the relocation of the Chicago Undergraduate Division 
from the Navy Pier site to a permanent site as rapidly 
as possible. 

The following request represents the results of in- 
tensive academic and physical planning and programing 
for the relocation of the Chicago Undergraduate Divi- 
sion which must be completed by 1963. 
Land Acquisition, Site Development, 
Building Construction, and Architectural 
and Engineering Costs $42,500,000^ 

* Subject to revision upon final selection of the site. 

Mi Od?JL 



mm-m of iiuHots 
Admission of Undergraduate Students EnMWk^} ^^t^l 
Directly from High School iif.RAnv 

No. 12, September 2 7, 1960 

At its meeting on July 26, 1960, the Board of Trus- 
tees of the University approved a recommendation by 
the President relative to admission of undergraduate 
students entering directly from high school. The text of 
the agenda item was as follows: 

The University Senates recommend that the present 
requirements for admission of undergraduate students 
entering the University from high school, and who are 
residents of Illinois, be amended to read: 

Residents of Illinois. A graduate of an accredited 
high school who is a resident of Illinois, whose rank in 
scholarship is in the lowest quarter of his graduating 
class (applicable to those seeking admission in the fall 
of 1961 or thereafter), or in the lower half (applicable 
to those seeking admission in the fall of 1963 or there- 
: after), and who is otherwise qualified for admission, will 
jbe admitted to the University upon presentation of any 
Lone of the following evidences of ability to do satisfac- 
'tory work at the University: 

Obtaining a passing score on a test, or tests, as pre- 
scribed by the All-University Committee on Admissions. 
The Committee may set separate passing scores for stu- 
dents in the third quarter and in the fourth quarter of 
their high school classes, and shall set passing scores 
such that a student admitted to the University by this 
means will have approximately one out of four chances, 
or better, of being on clear status at the end of the first 
Isemester of his college work. 

Presenting evidence of having attempted twelve or 
imore semester hours of work at another college or uni- 
jversity of recognized standing, and meeting the regular 
j University requirements for admission as a transfer 

I Applying for admission to a session which begins 
it least twelve months after the applicant's graduation 
from high school, provided that (a) in this twelve-month 
period he has not attempted as much as twelve semester 
lours of work at another college or university of recog- 
lized standing, and (b) that he meets all other Uni- 
versity requirements for admission that are applicable to 

him, except that he shall not be required to take the 
test, or tests, prescribed above. 

The student's rank is to be based on work completed 
in grades nine, ten, eleven, and the first half of twelve 
in the case of four-year high schools, and on work com- 
pleted in grades ten, eleven, and the first half of twelve 
in the case of three-year senior high schools. 

For purpose of comparison a statement of the present 
requirements, adopted by the Board of Trustees Decem- 
ber 18, 1956, as subsequently amended is as follows: 

Residents of Illinois. A graduate of an accredited 
high school who is a resident of Illinois, whose rank in 
scholarship is in the lowest quarter of his graduating 
class as determined at the end of the first half of grade 
twelve and who meets the requirements as stated below, 
will be admitted by certificate to probationary status 
subject to the following procedure : 

Such an applicant will be required by the University 
to take tests as prescribed by the Student Counseling 
Service and to receive a letter advising him of his 
chances of succeeding in the University and inviting him 
to utilize the services of the Student Counseling Service 
for interpretation of the educational and vocational 
significance of his test scores if he so wishes. A reason- 
able effort will be made to inform the parents of the 
chances of the applicant's success at the University. If 
such an applicant then decides to enter the University, 
he shall make this decision in writing to the Office of 
Admissions and Records not later than thirty days prior 
to registration date. Such a student, immediately upon 
registration, will be placed under the special supervision 
of the dean of the college or the director of the school 
in which he is enrolled. He may be required to carry a 
reduced program of work or a program especially ar- 
ranged to meet his needs. 

The student's rank is to be based on work completed 
in grades nine, ten, and eleven, and the first half of 
twelve in the case of four-year high schools, and on 
work completed in grades ten, eleven, and the first half 
of twelve in the case of three-year senior high schools. 

Progressive Admission of Undergraduate Students 

At the meeting on July 26, 1960, the Board of Trus- 
tees of the University approved a recommendation by 
the President relative to progressive admission of under- 
graduate students. The text of the agenda item was as 
follows : 

Because available facilities are inadequate to provide 
for all qualified applicants for admission to the under- 
graduate colleges and institutes at the University of 
Illinois, and in order to utilize the University's capacities 
most effectively, the University Senates recommend that 
the Dean of Admiissions and Records be authorized to 
issue permits to enter the undergraduate colleges and 
institutes at Urbana and at the Chicago Undergraduate 
Division in accordance with the procedures outlined 
below, effective beginning with applicants for admission 
in September, 1961. 


Period I, through March 31 

1. New freshmen who are residents of Illinois and 
who rank in the highest twenty-five per cent of their 
high school class. 

2. New freshmen who are nonresidents of Illinois 
and who rank in the highest fifteen per cent of their 
high school class. 

3. Transfer students who are residents of Illinois 
with not less than a 3.75 average in their college work in 
terms of the grading system of the University of Illinois. 

4. Transfer students who are nonresidents of Illinois 
with not less than a 4.0 average in their college work in 
terms of the grading system of the University of Illinois. 

Period II, from April 1 through April 30 

1. New freshmen who are residents of Illinois and 
who rank in the highest fifty per cent of their high 
school class. 

2. New freshmen who are nonresidents of Illinois 
and who rank in the highest twenty-five per cent of 
their high school class. 

3. Transfer students who are residents of Illinois 
with not less than a 3.5 average in their college work in 
terms of the grading system of the University of Illinois. 

4. Transfer students who are nonresidents of Illinois 
with not less than a 3.75 average in their college work in 
terms of the grading system of the University of Illinois. 

Period III, after April 30 

All applicants, new freshmen and transfers who meet 
all requirements for admission to the University. 

Use of Test Scores in Lieu of Rank in Class 

Wherever rank in high school class is referred to 
above as a basis for establishing priority of admissions, 
an applicant may offer evidence of scholastic ability in 
the form of test scores in lieu of rank in class. The All- 
University Committee on Admissions is authorized to 
designate a test, or tests, and scores equivalent to differ- 
ent ranks in high school classes, that are acceptable for 
this purpose. 

Offering of test scores as evidence in lieu of rank in 
class will be optional with the student applying for ■ 
September 1961. The University will require an admis- ; 
sion test for all students applying for September 1962 
and thereafter. ; 

Priorities within Periods I, II, and III 

Within each of the three periods, the Office of Ad- ' 
missions is authorized to give priority, so far as adminis- , 
tratively feasible, to the best qualified applicants as , 
indicated by (a) rank in high school class, (b) scores on ; 
a scholastic aptitude test, or tests, and (c) any other; 
available information. 

A similar system of priorities may be established for 
the Spring Semester. 

Universities Bond Issue Endorsed by Organizations 

The following organizations have endorsed the Uni- 
versities Bond Issue to be voted on at the November 8, 
1960, election. (This list compiled as of September 1, 

1. Illinois Congress of Parents and Teachers 

2. Illinois Education Association 

3. Illinois Association of School Administrators 

4. State Legislation Committee of the Illinois Confer- 
ence of the American Association of University 

5. Illinois Association of Secondary School Principals 

6. Association of Suburban Conferences 

7. Illinois Association of County Superintendents of 

8. Junior High School Association of Illinois ! 

9. Illinois Junior High School Principals' Association 

10. Illinois Adult Education Association 

11. Illinois Press Association 

12. Illinois State Federation of Labor and Congress of 
Industrial Organizations 

13. Illinois State Council of Machinists ' 

14. Southern Illinois Business Agents Conference 


15. Central Illinois Builders of Associated General Con- 
tractors of Illinois 

16. Illinois State Horticultural Society 

17. Illinois Farmers Union 

18. Illinois State Nurserymen's Association 

19. Illinois Hospital Association 

20. Illinois Rehabilitation Association 

21. Illinois State Chamber of Commerce 

22. East St. Louis Chamber of Commerce 

23. Illinois Federation of Business and Professional 
Women's Clubs, Inc. 

24. Chicago Dental Society 

25. Illinois State Restaurant Association 

26. Committee for Cooperation of the Illinois Confer- 
ence on Higher Education 

27. Republican Party of the State of Illinois 

28. Illinois Federation of Republican Women 

29. Young Democrats of the State of Illinois 

30. McDonough County Young Democrats 

31. Illinois Retail Merchants Association 

32. Illinois Department of Amvets 

33. Joint Alumni Council of the Six State Universities 
in Illinois 

34. Illinois Joint Council on Higher Education 

35. University Civil Service Advisory Committee 

36. University of Illinois Alumni Association 

37. Association of Alumni and Former Students of 
Southern Illinois University, Inc. 

38. Eastern Illinois University Alumni Association 

39. Illinois State Normal University Alumni Association 

40. Northern Illinois University Alumni Association 

41. Western Illinois University Alumni Association 

42. University of Illinois Foundation Board of Directors 

43. University of Illinois Dads Association 

44. University of Illinois Mothers Association 

45. University of Illinois College of Agriculture Ad- 
visory Committee 

46. University of Illinois College of Pharmacy Alumni 

47. Champaign-Urbana Branch of the American Asso- 
ciation of University Women 

48. University of Illinois and Champaign-Urbana Chap- 
ter of the American Association of University 

49. Western Illinois University Chapter of the American 
Association of University Professors 

50. Southern Illinois University Chapter of the Ameri- 
can Association of University Professors 

51. Edwardsville Chamber of Commerce 

52. Southwestern Illinois Council for Higher Education 

53. American Association of University Women, Alton 

54. Alton Trades and Labor Assembly AFL-CIO 

55. Belleville Trades and Labor Assembly AFL-CIO 

56. The Central Labor Council of Greater East St. 
Louis AFL-CIO 

57. The Collinsville Trades Council AFL-CIO 

58. The Edwardsville Central Labor Trades and Coun- 
cil AFL-CIO 

59. The Tri-Cities Trades and Labor Council AFL-CIO 

60. The Wood River Central Trades and Labor Union 

61. Illinois Nurses Association 

62. Illinois Commission of Higher Education 

63. The American Legion, Department of Illinois 

64. The Executive Committee of the University of Illi- 
nois Citizens Committee 

A Message to the University Volunteer Workers for the 1960 Cainpaign 
for the United Fund of Champaign County from President David D. Henry 


In speaking to you, the 1960 United Fund Workers 
from the University, I do so on behalf of all of the 
members of the University faculty and staff. I express 
our appreciation for your carrying the solicitation task 
this year, and for representing us all in this effort, im- 
portant to us all. The load of work in any civic activity 
at any one time falls upon a relatively few people. You 
are doing our work and I hope that all will reflect their 
gratitude by a generous response to the United Fund 

Our first thoughts about the benefits of the United 
Fund usually identify the recipients of charitable service. 
Helping our neighbors with food, clothing, shelter, and 

medical care where needed always has a first and moving 
call upon our humane instincts. 

The United Fund goes far beyond charity, however. 
It is a community effort at self-betterment. Through 
cooperative enterprise, in supporting agencies that could 
exist no other way, we help ourselves as they work for 
good citizenship and civic improvement. Our commu- 
nity is a better place in which to live, with unmeasured 
and untold benefits to all of us, because of the work of 
the agencies supported by the United Fund. 

There is a special reason, beyond those mentioned, 
why the members of the University community in com- 
parison with others, should support the United Fund. 

Because the University is a large and identifiable part 
of the community, our effort, or lack of it, is conspic- 
uous. In many ways, our civic activity may influence 
the pace of the entire community effort. Certainly, the 
opposite is true — if University people do not carry 
their share of the civic responsibility, the University 
itself suffers in the esteem of its neighbors. 

Then, the United Fund represents what we may call 
the "plus" values in community living — values which 
have a great bearing upon the morale of all the people 
who live here. Civic attitudes and the record in com- 
mon endeavor are a part of the spirit of the place in 
which we live and that spirit, in turn, has an influential 
bearing upon the morale of the University itself. 

There is one more important University concern in 
this enterprise. As a University community, we set an 
example for the thousands of students who are on cam- 
pus. They will go from here into many communities 
throughout the State and many of their attitudes as 
citizens will be influenced by the experience they observe 
here. A successful civic effort here goes beyond our own 
community and our own campus. 

Finally, beyond the good business of giving for com- 
munity improvement, beyond the moral duty of neigh- 
borliness, beyond the compulsion of civic virtue, there is 
the open-heartedness of the American humanitarian 
tradition, with its joys and rewards. May this tradition 
motivate us all in the 1960 campaign. 


Honors Conferred and Received . . . Carl Sandburg 

The opening of "The World of Carl Sandburg" 
seems a fitting occasion to recall the citation read by Dr. 
Henning Larsen, then Dean of the College of Liberal 
Arts and Sciences in presenting Carl Sandburg for the 
honorary degree of Doctor of Letters at a special cere- 
mony held in the University Auditorium on February 16, 
1953 preceding Mr. Sandburg's recital, "An Evening 
with Carl Sandburg." 

Son of the prairie, product of the Melting Pot, Sand- 
burg is in flesh and blood what we like to think America 
and American. Born in 1878 in the then small prairie 
town of Galesburg of Swedish immigrant parents, he 
learned early the struggle of the common worker; but 
he learned also from hardy and upright parents courage, 
honesty, and respect for his fellow man. This made him 
the poet of the people, the supporter of the underpriv- 
ileged, the courageous advocate of liberalism. 

The story of his life and success is not unlike that 
of Askepot (the boy-Cinderella of Scandinavian folk- 
tale), who rose from the ashes on the hearth to win the 
princess and half the kingdom. Newsboy, janitor, porter, 
milkdriver, dishwasher, hobo, soldier, and student; re- 
porter, poet, story teller, lecturer and singer of songs, 
biographer, novelist, historian — from the wrong side of 

the railroad track to the head of the writers of today — 
a leader for all times. 

Beginning with a slim volume of poems In Reckless 
Ecstasy, published in 1904, Sandburg continued to put 
forth a vast amount of poetry and prose of a range 
seldom reached by other authors. Chicago Poems, Corn- 
huskers. Smoke and Steel, Rootabaga Stories, Abraham 
Lincoln; The Prairie Years, The American Songbag, The 
People, Yes, Abraham Lincoln: The War Years, Re- 
membrance Rock, Always the Young Strangers. These 
books are America, a broad sweep of our country's life, 
a deep penetration into the national character — the 
strong and the weak, the sweet and the sour, the good 
and the bad, but always with a deep faith in the strength 
and integrity of the people, "of the People, Yes." 

For his deep knowledge of America, for his inter- 
pretation thereof, for the richness of his person in word, 
and in work, for the way he is of us, above us, and for 
us as poet, biographer, and historian, we wish to make 
him a member of this University and in honoring him 
be honored in turn. 

Mr. President, on the recommendation of the Uni- 
versity Senate and with the approval of the Board of 
Trustees, I present to you Carl Sandburg for the degree 
of Doctor of Letters. 


M CcJl 




No. 13, November 1, 1960 

Biennial Operating Budget, 1961-63 



The unexpected increase in enroll- 
ment in the fall of 1960 delayed 
final recommendations on the oper- 
ating budget for 1961-63 until the 
increase could be analyzed to deter- 
mine its effect on long-range enroll- 
ment predictions and on budgetary 
requirements. The 71st General As- 
sembly changed the date on which 
budget requests must be filed with 
the Department of Finance to No- 
vember 15, so it will be possible for 
the Board of Trustees to consider 
the recommendations at its regular 
November meeting. The Finance 
Committee will submit detailed rec- 
ommendations at that time. 

Increased operating funds will be 
required to maintain the level of 
operations reached. This is true for 
the increased costs of the Retirement 
System because of new retirements 
in 1960-61. In addition, the 71st 

General Assembly appropriated some 
funds for only the second year of the 
current biennium, recognizing that 
additional funds would have to be 
appropriated in the 1961-63 bien- 

While considerable progress was 
made in increasing academic salaries 
in the current biennium, further in- 
creases will be required if the Uni- 
versity is to maintain its competitive 
position in meeting increases made 
nationally to improve the economic 
status of the teaching profession. 

Projections of enrollment indicate 
further increases, which in turn will 
require substantial additions to staff, 
expense, and equipment budgets to 
provide instruction for the additional 

Further budget additions are 
needed to meet the increased cost of 
operations resulting from the opera- 

tion of new buildings, from accumu- 
lated deficiencies in expense and 
equipment budgets caused by rising 
prices, as well as by inadequate pro- 
visions of the past, and from the 
unanticipated enrollment in the cur- 
rent biennium. 

Finally, there is a need for im- 
provement and expansion of exten- 
sion and additions to the educational 
programs. Some funds were appro- 
priated in the current biennium for 
this purpose, and continuation of 
this kind of development is essential 
if the University is to maintain the 
high standing it has achieved among 
the great universities of this country. 

The details of each area of need, 
with the amounts recommended by 
the President of the University and 
the Finance Committee, will be sent 
to the Board of Trustees in advance 
of the November meeting. 

Conference With City of Chicago Officials 
on Chicago Undergraduate Division Site 


On invitation of Mayor Richard 
J. Daley, members of the Board of 
Trustees and other University offi- 
cials met with him in his office at 
3:00 P.M. September 27, 1960, for 
a presentation by the Department of 
City Planning of an alternate site 

proposal for the University's Chicago 
Undergraduate Division. 

The presentation, illustrated by 
charts and a model, was made by 
the Mayor and by Messrs. Ira Bach, 
Commissioner of City Planning, and 
Clifford Campbell, Deputy Commis- 

sioner of City Planning. An outline 
of the presentation was presented to 
the participants and a copy of it is 
being filed with the Secretary of the 
Board for record. The purpose of 
the conference was to present to the 
Board of Trustees for their consider- 

ation alternate sites and specifically 
the Harrison-Halsted Street site. No 
action was requested or taken but 
the University representatives agreed 
to study the proposal. 

In recommending the Harrison- 
Halsted Street area, the Department 
of City Planning presented an out- 
line of the conditions for its develop- 
ment under a two-stage program. 
After the presentation of the model 
and discussion of the site proposal, 
the following comments were made 
orally; and it is assumed that they 
are to be considered as additional 
proposals by the City and included 
by the University in its development 
of campus plan studies for the Har- 
rison-Halsted Street site: 

a. The proposed site will be 

cleared of all structures before it is 
transferred to the University. 

b. Only the following streets are 
to remain open and will cross the 
proposed site: Harrison Street, Tay- 
lor Street, and Roosevelt Road. 

c. The land to be available in the 
first stage (south of the Congress 
Expressway, west of the South Ex- 
pressway and Halsted Street re- 
routed, north of Taylor Street, and 
east of Morgan Street) will be 
cleared and transferred to the Uni- 
versity by July, 1961. The balance 
of the site will be cleared and trans- 
ferred not later than July, 1963. 

d. The Chicago Land Clearance 
Commission has, or will have, ade- 
quate funds and staflf to complete 
the land acquisition and clearance of 

the site within the time schedule in 
"c" above. 

e. The plan for the Near West 
Side Urban Renewal Project will be 
amended to provide for the con- 
struction of high-rise apartment 
buildings between Harrison Street 
and the Congress Expressway. 

f. The Near West Side Urban Re- 
newal Project is expected to be com- 
pleted within four to five years. 

The University, with the assist- 
ance of Real Estate Research Cor- 
poration of Chicago and the firm of 
Skidmore, Owings & Merrill, has un- 
dertaken the development of prelim- 
inary campus plan studies on the 
Harrison-Halsted Street site. These 
studies are without prejudice to 
other sites still under consideration. 

Doctoral Work at the University of Illinois Compared With Other Institutions 


Two recent surveys concerned 
with graduate work leading to the 
doctorate offer some ratings and sta- 
tistics that are of particular interest 
to the University of Illinois. One of 
these surveys, which was carried out 
by Dr. Bernard Berelson of Colum- 
bia University, included a listing of 
the top 12 universities for graduate 
work. These schools listed alphabet- 
ically are: California (Berkeley), 
California Institute of Technology, 
Chicago, Columbia, Cornell, Har- 
vard, Illinois, Massachusetts Insti- 
tute of Technology, Michigan, 
Princeton, Wisconsin, and Yale. Se- 
lection of the top 12 schools did not 
depend solely on number of doc- 
torates; for example, the California 
Institute of Technology ranks high 
even though it awards relatively few 
doctorates compared to some of the 
other schools listed. 

When it comes to numbers of doc- 
torates granted, a recent summary 
prepared by the Graduate School at 
the University of Washington dis- 
closes that for the academic year 

1957-58 Illinois was third. Colum- 
bia was in first place and the Uni- 
versity of California (including all 
branches) was second. The total 
number of doctorates awarded, to- 
gether with a breakdown of fields, is 
indicated in the following table 
which lists the first ten schools in the 
order of doctorates awarded in 

Broken down by areas, Illinois 
ranked third in the number of doc- 
torates granted in the physical sci- 
ences, tied for fifth in the number 

issued in the arts and humanities, 
ranked sixth in those issued in bi-i 
ological sciences, ninth in those is- 
sued in the social sciences, and was; 
tied for thirteenth in the number^ 
issued in education. Some of the in- 
stitutions that ranked above Illinois 
in the separate categories do not ap^; 
pear in the accompanying table beij 
cause their totals placed them belov^i 
the first ten. (For example, M.I.Tj 
was first in physical sciences, witli' 
151 doctorates, but it was seven- 
teenth in overall rank.) 



Arts and 













Columbia Univ. 








Univ. of Calif, 
(all branches) 








Univ. of Illinois 








Harvard Univ. 








Univ. of Wisconsin 








New York Univ. 








Univ. of Michigan 








Ohio State Univ. 








Univ. of Chicago 








Univ. of Minnesota 







Senate Committee on the Library Report for 1959-1960 

The following are excerpts from 
the report of the Senate Committee 
on tlae Library for 1959-60, which 
was prepared by R. B. Downs, Dean 
of Library Administration: 

The year was particularly notable 
1 for the growth of collections in spe- 
cialized fields of study and research, 
and for a marked increase in student 
and faculty use of the Library. 


At the end of the fiscal year, June 
30, 1960, the Library held 3,053,341 
fully catalogued volumes in Urbana, 
and 234,817 in the two Chicago di- 
visions, altogether 3,288,158 vol- 
umes, or a net increase of 86,393 
over the previous year. The total 
cost of materials purchased on the 
three campuses was approximately 
$667,000, to which should be added 
extensive collections of books, jour- 
nals, pamphlets, maps, music scores, 
manuscripts, and other items re- 
ceived by gift and exchange. 


The most significant developments 
in the building of Library resources 
were the purchase of the Ewing C. 
Baskette collection of materials on 
freedom of expression, the acquisi- 
tion of the last original set of the 
Human Relations Area Files, the be- 
ginning of a greatly expanded pro- 
gram of purchasing in the Slavic 
area, and assumption by the Library 
of additional responsibilities under 
the Farmington Plan for the coop- 
erative acquisition of foreign publi- 
cations. In addition to these mate- 

rials, many important purchases 
were made in support of already 
established interests and programs. 


Closely paralleling the expansion 
in student enrollment in the Univer- 
sity, the use of library materials in 
1959-60 set an all-time record. The 
total circulation on all campuses was 
1,258,112, substantially above the 
previous record of 1,166,736 set in 
1958-59. For Urbana alone, the cir- 
culation amounted to 1,107,597, ap- 
proximately an eight per cent in- 
crease over the previous year. 

Since enrollment went up only 
four per cent, it is evident that li- 
brary use is running ahead even of 
the growth of the student body. 
This is a continuation of a trend 
previously noted, and may reflect an 
intensification of student application 
and changes in teaching methods 
which have taken place in the past 
few years. Increased government re- 
search and contracts are also in part 
responsible for intensified use. 

A significant aspect of the increase 
in use is that it occurred principally 
in student general circulation, rather 
than in reserve book circulation, i.e., 
required reading. Circulation to the 
faculty at Urbana rose from 82,941 
to 96,146. Twenty-five of the Li- 
brary's thirty-three public service 
units showed a considerable growth 
in use. 

Circulation figures indicate only a 
portion of the services actually per- 
formed by the Library, however, 
since much use is through direct 

consultation of materials in open- 
shelf collections and through infor- 
mational, reference, and research 
assistance provided in person, by tel- 
ephone, or by correspondence in all 
public service departments. 


Two new libraries were completed 
and occupied during the year. The 
Biology Library, with a seating ca- 
pacity of 134, was officially opened 
on September 8, 1959, and service 
in the Physics Library, with a seating 
capacity of 96, began on October 18. 
The Geology Library has taken over 
most of the space formerly occupied 
by Biology in the Natural History 


At the end of the report year, 
there were 279 library staff positions, 
academic and nonacademic, on the 
three campuses: 240 at Urbana, 14 
at the Professional Colleges, and 25 
at the Chicago Undergraduate Di- 
vision. Of the total, 147 are aca- 
demic and 132 nonacademic ap- 
pointments. In addition, about 220 
student assistants were regularly em- 
ployed on a part-time basis. 

W. S. Goldthwaite, Chairman 

N. D. Levine 

C. H. Patterson 

T. W. Price 

J. W. Swain 

J. N. Young 

R. B. Downs, ex officio 

Complete copies of the report are 
available upon request to Dean 
Downs' office, 222 Library. 

j Dedication of the National Council of Teachers of English Headquarters 




The plans to locate the permanent 
home of the National Council of 
Teachers of English at the Univer- 

sity of Illinois have been five years 
in the making. Even beyond this 
period is the record of association 

which began when the national of- 
fice was located at the University in 
1954. Although the building is new. 

cooperative arrangements have been 
established over a considerable pe- 
riod of time. 

The advantages to the host insti- 
tution of the location of a national 
organization's headquarters are 
many. Numerous professional visi- 
tors become available, through lec- 
ture and consultation, to faculty and 
students. Resident faculty members 

and graduate students have increased 
opportunities to become involved in 
the activities of the organization. 
Local interest in the activities and 
objectives of the organization, related 
to a discipline in which the Univer- 
sity has a prime concern, is stimu- 
lated — through personal contact, 
business and professional association, 
publications and public events. 

Regionally and nationally, profes- 
sional and scholarly associations and 
universities find the values of work- 
ing together generally are enhanced 
when the organization has a campus 
location. The University, in turn, 
finds its own mission enhanced by 
neighborly ties to a national head- 
quarters center. 


American Council on Education Resolutions 

Included in the resolutions 
adopted unanimously by the Amer- 
ican Council on Education at its 
annual meeting in Chicago on Oc- 
tober 7 were the following: 

The American Council on Educa- 
tion reaffirms its belief that the fu- 
ture of free societies, here and else- 
where, depends on their ability to 
foster and develop their intellectual 
resources. It is through its educa- 
tional system, and not least through 
higher education, that a free society 

assures the highest fulfillment of in- 
tellectual promise. 

Since the achievement of our as- 
pirations rests on the integrity of 
American colleges and universities, 
the American Council on Education 
has devoted this 43rd Annual Meet- 
ing to integrity of educational pur- 
pose. It commends to the attention 
of its members and of the public the 
outcomes of this examination, in- 
cluding addresses, section reports, 
and other materials to be published. 

While our major concern must al- 
ways be with the ends of education, 
the consideration of ways and means 
is of extreme urgency. The demands 
of the immediate future not only 
will require the greatest possible effi- 
ciency in planning and implementa- 
tion but represent an investment 
that will need the fullest possible 
support from all sources, private and 


djiP- c^ 



No. 14, January 4, 1961 

NOV 21 1961 



There are two ways to describe 
"the state of the University." 

One can use the panorama, the 
wide sweep. This approach neces- 
! sarily covers more than the current 
year, for all that we now do has its 
roots in what was planned previously 
I and our future is related to what we 
\ now do. One period phases into 
|l another, one year into another, with- 
out a clear line of demarcation. 

Another way is to log separate 

I events and specific facts as indices 

{ of the whole, to make an annotated 

f outline of a subject which cannot be 

I brought within the limitations of a 

i single talk. If the surge and thrust 

of University growth cannot be 

I measured by the year, there are 

markers of the current, signals of the 

drift. From these, we are able to 

(perceive the direction and under- 

I stand something of the totality of 

institutional achievement. 

I shall employ both methods, even 
though to do so is to risk not achiev- 
jing continuity and coherence. So 

This address was given on the Urbana 
campus in the University Auditorium at 
4:00 p.m., December 15, 1960. It was 
presented to the faculties at the Chicago 
Undergraduate Division and the Chicago 
Professional Colleges by television 
through Station WTTW, at 9:30 p.m., 
December 15, 1960. The time limitation 
for oral presentation required several 
omissions from this text. 

much is happening at the Univer- 
sity of Illinois that it is impossible to 
be content with the long view; yet, 
these events, activities and achieve- 
ments are of such significance to the 
University's future as a part of 
higher education generally that we 
must also be concerned with broad 

The Setting 

Let us examine the setting for our 
present view. 

In the wake of a national election, 
everyone feels the urgency of public 
decisions which are in the making. 
Throughout the campaign for the 
presidency, and at other levels of 
electoral decision, discussions re- 
flected wide acceptance of the belief 
that the United States is entering a 
new era — an era of change, chal- 
lenge and achievement beyond our 
present capacity to define. 

This national expectation is of 
great concern to the colleges and 
universities. Every component part 
is rooted in higher education. Na- 
tional defense and international se- 
curity, economic growth, public 
health, cultural and social progress 
are all related to knowledge, intel- 
lectual discovery, leadership, profes- 
sional service and public intelligence. 

These in turn are directly dependent 
upon the health, strength and pro- 
ductivity of the colleges and univer- 
sities of the nation. 

It is ironical that while the expec- 
tation for national growth and im- 
provement is so high, so little public 
attention has been given to the ed- 
ucational means to that end. There 
are more recruits for the campus 
than ever before and there are more 
demands for graduates than ever be- 
fore. The university laboratory has 
within it the hope of finding the 
cancer cure, or unlocking the secrets 
of science, or developing the meth- 
ods of space technology. But a na- 
tional program for strengthening 
higher education remains to be con- 
ceived, let alone written; and the 
state, local and private constituencies 
of our several institutions are only 
beginning to understand what must 
be done. Recreation and luxuries 
command an increasing share of our 
resources as we try to decide how 
much to pay our teachers and how 
to put an educational roof over our 

But a "break through" in public 
understanding of educational issues 
may be noted. The unhappy alter- 
natives to increased financial sup- 
port are being recognized and the 
deliberations upon educational budg- 
ets for 1961 will be characterized by 

the feeling that we are working 
against time in facing up to what 
now must be done. 

This mood is depicted in the re- 
cently released report of the Presi- 
dent's Commission on National 
Goals :^ "The development of the 
individual and the nation demand 
that education at every level and in 
every discipline be strengthened and 
its effectiveness enhanced." 

On dollars for education, the Re- 
port states: "Annual public and 
private expenditure for education by 
1970 must . . . double the 1960 
figure." Also, "a higher proportion 
of the gross national product must 
be devoted to educational purposes." 

All of this is to the end that we 
shall "preserve and enlarge our own 
liberties, . . . meet a deadly menace, 
and . . . extend the area of freedom 
throughout the world." 

To meet the challenge of the nine- 
teen sixties, "every American is sum- 
moned to extraordinary personal re- 
sponsibility, sustained effort, and 

The Universities 

Bond Issue Referendum 

The very large plurality in favor 
of the Universities Bond Issue at the 
November 8 election (1,367,379 
more "yes" than "no" votes) is a 
fact of tremendous implication. 

The vote may be viewed as a vote 
of confidence in the state university 
system and a loud affirmation of 
desire for adequate higher education 
for Illinois youth. All institutions, 
private and public, will be encour- 
aged by that endorsement. The ref- 
erendum revealed the latent good 
will for the universities directly in- 
volved and the willingness of thou- 
sands to do their part in support of 
a civic cause well defined and un- 

'New York Times, November 28, 1960, 
pp. 22-23. 

The roll call of active participants 
in the public information campaign 
is too long for citation here, but it 
is an inspiration to note that under- 
standing, enthusiastic and active sup- 
port came from nearly every state- 
wide group and every division of 
institutional life in the State. 

We have special reason to be 
grateful to the members of the or- 
ganized committees — the Citizens 
Committee appointed by the Gov- 
ernor; the inter-University commit- 
tees, both staff and alumni groups; 
and the university committees in all 
of the state institutions. 

The Bond Issue outcome is one of 
the most important single decisions 
in the history of the University of 
Illinois. The State may now pro- 
ceed with the building of new facil- 
ities for increasing enrolments and 
improved services. A new campus 
in Chicago is assured. The other 
state universities will be able to 
accept their proportion of the in- 
creasing enrolments. The recurring 
revenues of the State will now be 
available for increased operational 
requirements of all departments and 
for developing needs, such as for 
junior colleges and the elementary 
and secondary schools, without re- 
stricting the physical growth of the 

The Bond Issue is not a "cure all," 
however, even for required facilities. 
New buildings are late in getting 
started and the benefits will not be 
felt on a wide scale for three or four 
years. Not all of the temporary fa- 
cilities in use can be replaced. In- 
deed, new interim space will have to 
be provided. Crowding will con- 
tinue and unconventional utilization 
of space has to be planned, even 
beyond the present good record of 
the University. Daily schedules will 
have to be extended and summer 
programs increased. Research space 
will have to continue to come in 
large measure from non-state sources. 

But all of these physical problems 

are now manageable. They will re- 
quire patience, imagination, and ad- 
justment to new conditions but the 
University has these attributes. The 
threat of arbitrary physical restric- 
tion has been reduced for the 


Let no one take a superficial view 
of the place of physical plant in 
the development of quality. Apart 
from the necessities for sheer exist- 
ence in some programs, such as the 
Chicago Undergraduate Division, 
facilities are essential for excellence. 

It has long been fashionable in 
some educational circles to depreci- 
ate the importance of physical plant. 
It has been customary to assume 
that better teaching was done by 
Mark Hopkins on one end of a log 
than in a classroom building. What 
Mark Hopkins would have done 
with a hundred students in a day no 
one has surmised. 

It must be repeatedly emphasized , 
that in the complex teaching of to- ( 
day, facilities are prerequisite to ! 
excellence in daily performance. ' 
Equally important, laboratories, li- 
braries and offices are factors in the 
retention, the effectiveness and in : 
the recruitment of faculty. A uni-! 
versity cannot become great or re-;i 
main great without having adequate,'! 
tools for its work. It has been in'; 
support of this premise that so much- 
energy and effort have been directed i 
to building planning and the search; 
for building resources. 

The only alternative to expansion 
of facilities is to stop growing — 
growing in size and growing in 
strength; for the two are interrelated 
in the large and complex university. 
There is no such thing as choosing' 
independently between quality and 
quantity. We may modify or limit 
growth but quantity we are destined, 
to have. Quality we may also con-i 
tinue to have if we recognize thai 
constraints implicit in growth and ati 

the same time honor our obHgations 
to the people of Illinois who support 
the University as a place where 
qualified youth may be served at all 
levels and in all appropriate pro- 
grams. First-rate graduate work, re- 
search and scholarly achievement — 
also first-line goals of the university 
— cannot exist apart from the broad 
base of undergraduate life and di- 
versity of program. 

Obviously, growth in enrolments 
must be controlled so that there is 
balance among levels of instruction 
and an appropriate distribution 
among programs. Program diversity 
must be controlled so that prolifera- 
tion does not make for dilution. To 
take an adamant or unreasoned po- 
sition against growth per se, how- 
ever, is to argue against enrichment 
and strengthening of what we have 
already undertaken to do. 

Clark Kerr, President of the Uni- 
versity of California, recently spoke 
to this point: "And the attempt to 
\ preserve what we have, however val- 
( uable, by refusing to grow is self- 
I defeating in yet another sense. For 
I we must grow to remain the same. 
A static institution in a dynamic so- 
ciety does not remain the same; it 
steadily loses ground. The Univer- 
sity of California needs to grow to 
serve the same proportion of stu- 
dents, to keep pace with the tre- 
mendous expansion of man's knowl- 
edge, to maintain a high level of 
service to our expanding society."^ 

In the same vein, over sixty years 
I ago, John Peter Altgeld, in his 
lexaugural address as Governor of 
Illinois reminded his successor that 
". . . there is no such thing as repose 
in the universe; that the centripetal 
and centrifugal laws are constantly 
at work; that nothing stands still; 
that nothing is ever perfect; that 
there is a perpetual development 

'Clark Kerr at Charter Day Ceremonies, 
Santa Barbara, Calif., 1960. American 
Association of Land-Grant Colleges and 
State Universities Circular Letter, No. 
10, May 3, 1960. 

and constant disintegration, and that 
the institutions of this State must go 
on developing, reaching a higher 
and a higher plane successively, or 
they must retrograde, . . ."* 

Budget Request, 1961-63 

The most accurate index to the 
State of the University is the budget 
request. The budget reflects both 
how the University now operates 
and where the University should be 
strengthened and improved. 

Let us take a look at the proposals 
for change in 1961-63. 

The requests for additional funds 
submitted by the deans and directors 
— plus the increases determined on 
a University-wide basis — totaled 
$41,088,325 for the biennium. After 
careful analysis of these requests, 
considering especially the urgency 
for immediate action, omitting those 
which could be postponed without 
risk to quality or present standing of 
service, the University Budget Com- 
mittee reduced this figure and 
recommended an increase of $31,- 
360,000 over the appropriations for 
1959-61 (an average of $15,680,000 
a year), or approximately 25 per 
cent of the current appropriations.^ 


The requested two-year increase 
of approximately 31V2 million dol- 
lars may be divided into three parts. 

■* The Mind and Spirit of John Peter 
Altgeld, edited by Henry M. Christman, 
University of Illinois Press, Urbana, 
1960, p. 177. Retiring Address as Gov- 
ernor of Illinois, prepared for delivery at 
Springfield, January 11, 1897. 
"The total requested $156,270,000 in- 
cludes $142,270,000 from tax revenues 
and $14,000,000 from University in- 
come. It is divided so as to provide 
$75,610,000 for the first year of the 
biennium and $80,660,000 for the sec- 
ond year. The higher amount in the 
second year will be needed primarily 
for salary adjustments, but also because 
of larger enrolment in that year. It is 
also to be pointed out that the tax sup- 
port requested is approximately 60% of 
the total operating requirement of the 
University, including auxiliary activities. 

First are those mandatory in- 
creases which have first lien on new 
resources as a matter of prior obli- 
gation. They include increases in 
the contribution required by law for 
the retirement fund, financing for a 
full biennium expenditures author- 
ized for only the second year of the 
current budget period, instruction 
expense and other increased costs 
arising from additional enrolments 
anticipated, financing a limited 
number of activities temporarily fi- 
nanced from savings, the costs of 
operating new buildings available 
for the first time, and increased costs 
of supplies, equipment and related 
instructional expense. 

These total approximately $12,- 

Second are those increases which 
would improve the standard of ed- 
ucational operation. They include 
filling current deficiencies in auxili- 
ary staff, the reduction of teaching 
overloads in a limited number of de- 
partments, contribution to a health 
insurance program for the staff, ex- 
tension of present offerings where 
improvement in total program would 
result, some (not all) new programs 
urgently needed, and a twelve-weeks 
summer session to increase the utili- 
zation of plant in this period and to 
test student demand for this kind 
of program. 

These requests total some $5,000,- 
000. This category may be thought 
of as the improvement factor in the 
University operation. It is approxi- 
mately 4 per cent of the total two- 
year budget request, a proportiori 
regarded as standard annual increase 
for most businesses. 

The chief justification for limiting 
the amount requested as an im- 
provement factor in University op- 
erations is threefold: the limitation 
in space during the coming bien- 
nium, a recognition of the fiscal 
problems of the State and the pri- 
ority given to salary improvement. 

Salary increases are the third ma- 

jor component in the budget in- 
crease requested. For the biennium, 
the amount is $14,600,000 in a total 
budget of $156,270,000. The salary 
increase item is almost 50 per cent 
of the total increase requested. 

This emphasis on salary improve- 
ment reflects a central concern of 
the University of Illinois and of 
higher education generally. 

The most serious problem facing 
higher education in the next decade 
is that of recruiting sufficient highly 
qualified personnel to staff classes 
for nearly twice the present enrol- 
ment and to maintain the required 
pace in research activity. Universi- 
ties can ill afford to lose staff" to 
other professions, and concerted ef- 
forts must be made to attract more 
persons into the teaching profession. 
Faculty salaries have lagged behind 
those of all other groups. This led 
the President's Committee on Edu- 
cation Beyond the High School to 
recommend that faculty salaries be 
increased to twice the 1956 level 
within five to ten years. 

Prior to 1955, increases in sal- 
aries of the academic staff at the 
University of Illinois since the years 
immediately preceding World War 
II were less than the rise in the cost 
of living, while other groups in this 
country made significant gains in 
purchasing power. During the bien- 
nium 1955-57, salaries were in- 
creased to the level to which the cost 
of living had risen, but they were 
still far short of the gains made by 
U.S. employees in general. 

Since 1957, the cost of living has 
risen more slowly than in previous 
years, and the funds provided by the 
General Assembly in 1957 and again 
in 1959 have enabled the Univer- 
sity to make substantial improve- 
ments in the status of its academic 
staff. However, faculty-salary im- 
provements comparable to those of 
the past four years must be made in 
several future biennial periods be- 

fore faculty salaries will reach those 
of comparable professions. 

At a time when the number of 
faculty members must be rapidly ex- 
panded each year, there is an in- 
creasing shortage of well-qualified 
graduate students who enter the 
teaching profession. Technical ad- 
vances in business and industry have 
so increased the demand for grad- 
uates with the Ph.D. degree that few 
universities can compete salary-wise 
with opportunities in these fields. 
Since the educational efTectiveness 
of a university depends upon the 
quality of its faculty, and since the 
welfare of the State and the nation 
requires an increased output of bet- 
ter-trained students, it is essential 
that those already in the teaching 
profession not be easily enticed into 
other fields and that an increasing 
number of the ablest college gradu- 
ates be encouraged to choose careers 
in university teaching and research. 
Many men and women are temper- 
amentally attracted to the academic 
life, but an absolute essential to 
holding even these is a significant 
increase in the salary level. 

While the universities must com- 
pete with industry and government 
for academic talent, the primary 
competition is with other universi- 
ties. Occasionally, the University 
can attract distinguished persons to 
the faculty for salaries lower than 
those paid by industry or govern- 
ment, but it can almost never obtain 
a highly-talented teacher or research 
person at a salary substantially be- 
low that of a comparable university. 
The improvement in salaries at the 
University of Illinois in the past six 
years has been matched by similar 
improvements at other major uni- 
versities, so that only a small gain in 
the University's competitive position 
has been made. 

Because the lag in faculty salaries 
is nation-wide, every college and 
university is striving to improve its 
salary scale. From such information 

as we have been able to obtain, the 
other large Midwestern universities 
are requesting funds for salary ad- 
justments approximately comparable 
to those included in this request. 
Thus, with the salary-increase 
appropriation requested for 1961-63 
we should be able to maintain our 
present competitive position in rela- 
tion to other schools, even though 
we may not make significant gains. 
We have to "hurry up" to "keep 

For nonacademic staff, the Uni- 
versity is committed to a policy of 
paying prevailing rates where they 
have been established by collective 
bargaining within the community. 
To maintain equitable relationships, 
comparable consideration must be 
given to closely related classifica- 
tions, to supervisory groups, and to 
positions of comparable or higher re- 
sponsibility, training, and experience. 

The University has met its com- 
mitments to the prevailing wage 
groups, and to a considerable degree ,, 
has been able to maintain a reason- t 
able relationship between these rates ; 
and other nonacademic salary ranges. 
The rapidly-increasing scarcity of 
personnel with experience and train- 
ing in professional, scientific and : 
management jobs has resulted in ' 
pressure on salary scales outside the ; 
University. This is true in nearly all 
the professional classifications re- 
lated to medicine on the Chicago 
campuses and in skilled and clerical 
positions at both Urbana and 

For nonacademic employees, the 
sum requested will permit the Uni- 
versity to meet the anticipated in- 
creases in prevailing rates, and to 
improve its position in those areas 
where adjustments are needed to 
bring rates into line with compar- 
able positions in other employment. 


The University of Illinois budget 
is large and it can be understoodi 

only in relationship to the mission, 
scope and size of the University's 
operation. Too often the University 
of Illinois is thought of as one of a 
number of institutions. Its size, its 
state-wide responsibilities and com- 
plex nature, its character as the 
"land grant" comprehensive state 
university are more accurately re- 
vealed by the following statistics: 

In total enrolment of full-time 
students, the University of Illinois 
equals the combined enrolment of 
forty-one other institutions in this 

Full-time graduate enrolment at 
the University of Illinois is two and 
one-half times the total in the other 
state universities combined. It is 
equal to nearly thirty per cent of all 
graduate enrolments in all colleges 
and universities in Illinois. 

The University of Illinois is third 
in the nation in the number of doc- 
toral candidates graduated in recent 

In some professional programs — 
pharmacy, dentistry, and veterinary 
medicine — the Univefsity of Illinois 
offers 100 per cent of the training 

I in these fields in the State. In other 
professional areas — medicine, ar- 
chitecture, engineering, law, and so- 
cial work — the University of Illi- 
nois has the only state-supported 

The total staff, on three campuses, 
in Chicago and Urbana, for all 

i functions — teaching, research, and 
service — in all activities — clinics, 
hospitals, contractual services, class- 
rooms, laboratories, workshops, on 

I farms and in field service — is ap- 
proximately 10,000, in full-time 

* equivalents. 

In short, the University of Illinois, 
with three campuses, a state-wide 
mission, and tremendous obligations, 
equals quantitatively the state-wide 
system of higher education in Geor- 
gia, and exceeds that of Oregon. 
Thus, the University comprises a far 
larger proportion of higher educa- 

tion service in Illinois than is com- 
monly understood. 

It is against this background that 
the budget request must be assessed. 
It is the largest in the history of the 
University partly because the task 
to be performed is the largest and 
partly because this task must be ex- 
ecuted at a time when costs in all 
categories stand at record levels. At 
the same time, the request has been 
formulated with a view of the gen- 
eral financial limitations on the 
State Government as well as of a 
realistic appraisal of what is needed 
in the next biennium to permit 
growth without loss of quality. 

Internal Change 
and Adjustment 

It has often been said that con- 
stant self-analysis is a characteristic 
of the good educational organiza- 
tion. Aligning practice with purposes 
and measuring effectiveness are 
goals of any successful enterprise. 

This precept is generally accepted, 
but it is easier to phrase than to 
carry out. The pressures of every- 
day obstruct our attention from the 
abstract objective. Our machinery 
of operation and supervision is not 
of the kind that makes orderly and 
clear appraisal automatic. 

As we enter an era of unprece- 
dented enrolments, of unprecedented 
expansion of knowledge and pro- 
gram, of unprecedented demand for 
specialized personnel, of unprece- 
dented pressures for the discovery of 
new knowledge, and of unprece- 
dented need for carrying the results 
of research and instruction into the 
field, it follows that unprecedented 
action in internal operating arrange- 
ments must take place. This need 
for careful planning in the utiliza- 
tion of people and plant is height- 
ened by the fact that resources to 
meet the new demands are finite 
and, therefore, decisions must be 

made among alternatives. Always 
concerned with efficiency and econ- 
omy, we must carefully assess how 
further to stretch the educational 
dollar, how to determine what old 
programs might be altered in a way 
to allow for new, more urgent 

A number of universities have con- 
ducted elaborate self-studies, costing 
hundreds of thousands of dollars. 
Outstanding are the reports from 
New York University and the Uni- 
versity of Pennsylvania. These have 
been made available to other insti- 
tutions and will have our continu- 
ing examination, for much of their 
content has applicability to others. 

At the University of Illinois three 
and one-half years ago, the Univer- 
sity Committee on Future Programs 
was created. This Committee was 
organized to develop guidelines for 
future development of the Univer- 
sity of Illinois, to formulate objec- 
tives and points of emphasis, and to 
suggest programs to implement the 
recommendations made. 


The Committee has submitted two 
reports which were discussed on this 
occasion in the last two years. I am 
confident that our University poli- 
cies are clearer, our purposes are 
better defined and day-to-day ad- 
ministrative work is better directed 
as a result of the conclusions of 
these reports. May I summarize 
some of the broad policies which 
are now being followed. 

Admissions policies, practices and 
procedures have been established to 
attract increasing numbers of supe- 
rior students and to discourage stu- 
dents with poor chance of success. 
Discussions with high school repre- 
sentatives, scholarships and work op- 
portunities, examinations and coun- 
seling, the James Scholars and the 
Honors Program, advanced student 
placement, improvement in housing 
and in receiving and orienting of 

students have been among the means 
employed to improve the quaUty of 
the student body. 

Improvement in undergraduate 
teaching has been encouraged by 
faculty conferences on this subject, 
by increased departmental in-service 
training and supervision, by new 
emphasis on counseling, by greater 
consideration of teaching achieve- 
ment as a factor in the promotion 
process, by curriculum studies, and 
by more careful appraisal of teach- 
ing skill in the employment of new 

Support for scholarly work has in- 
creased through enlargement of pri- 
vate gifts, grants, and contracts as 
well as through regular budget 
sources. The Graduate College has 
increased in scope, size and resources 
and is nationally and internationally 
noted for its topflight achievement. 
Increase in size and number of fel- 
lowships, the increased recognition 
of scholarly attainment, such as is 
provided in The Center for Ad- 
vanced Study, the enlarged number 
of renowned visiting scholars, the 
strengthening of the University 
Press, the steady growth of the Li- 
brary, the appointment of new dis- 
tinguished members of the faculty, 
the procurement of new research 
facilities have all contributed to the 
solid and distinguished record of the 
University in research, scholarly pro- 
ductivity and graduate work. 

New programs have been carefully 
assessed as to their relevance to the 
fundamental branches of learning as 
defined by the University Committee 
on Future Programs. Nuclear Engi- 
neering and Russian Area studies 
are examples of important innova- 
tions. Negative decisions have been 
made on requests for expansion of 
freshman-sophomore work in exten- 
sion and on several proposals for 
strictly occupational training. 

Externally, the University has 
brought support to the expansion of 
junior colleges, the enlargement of 

the capacity of other institutions, 
the state scholarship program, co- 
operation with private and inde- 
pendent institutions, and cooperative 
planning for the state university 


Equal in importance to an or- 
ganized look ahead by the Univer- 
sity as a whole is self -study by indi- 
vidual colleges. A university is more 
than a collection of colleges but cer- 
tainly what takes place within the 
college has a large bearing upon 
the spirit and tone of the entire 

While a considerable number of 
new policies and projects are under 
appraisal in all of the colleges, the 
following have initiated formal self- 
study : 

With the help of the Common- 
wealth Fund, the College of Medi- 
cine has organized an office for 
educational planning which is at 
work examining curricula, teaching 
methods, organization and all the 
factors which may influence the ef- 
fectiveness of the College. 

In a letter to the Commonwealth 
Fund Dean Granville Bennett wrote : 
". . . The entire faculty of the Col- 
lege of Medicine now exhibits an 
awareness of the need for this kind 
of research and each department 
and each standing committee of the 
faculty is engaged in studies of 
present and possible future roles 
they may play in upgrading the edu- 
cational programs of the College." 

The most recent college self-study 
to get underway is that of the Col- 
lege of Education. Dean Alonzo 
Grace wisely points out "constant 
evaluation of the eff"orts of the or- 
ganization is the responsibility of 
administration primarily to ascer- 
tain whether or not there has been 
progress toward the attainment of 
the fundamental goals, to insure the 
effective expenditure of funds allo- 
cated to the enterprise, and to elim- 

inate obsolete and wornout phases 
of the organization." 

The Long Range Planning Com- 
mittee of the College of Engineering 
has been working for two years and 
is now preparing its primary report. 

A comprehensive study of the en- 
tire freshman-sophomore program 
in the College of Liberal Arts and * 
Sciences is being made. The advise- 
ment system of the College was 
formally studied recently, and 
changes for increased effectiveness 
are being adopted. 

The College of Dentistry, with 
the aid of a grant from the Kellogg 
Foundation, has been conducting a 
comprehensive Teacher Education 
Program which includes self-study 
focused on more effective teaching. 

Special faculty conferences have 
been held by the Graduate School 
of Library Science and by the Col- 
lege of Physical Education. As a 
result of a two-day conference of 
the College of Commerce and Busi- 
ness Administration a special com- 
mittee was appointed to review the ' 
courses and curricula of that college. 

The College of Veterinary Medi- 
cine has projected its Ten Year 
Program plan through 1975 and 
within the past year has initiated ' 
a formal self-study program on in- ; 
struction. j| 

Within the College of Agriculture'] 
several special studies have been 
undertaken and an ad hoc staff 
committee on Extension in Agricul- 
ture and Home Economics reported , 
last spring. The Policy and Develop- 
ment Committee is working to im- 
prove the function of the college's 
committees and it has proposed a 
Dean's Faculty Conference which 
will soon be implemented. 

A number of special programs 
have had study by the Division of 
University Extension. 

Continuous appraisal and reor- 
ganization of curricula are reported 
by the College of Law and the Col- 


[lege of Journalism and Communi- 

j cations. 

Within the College of Fine and 

fApplied Arts the departments of 
Architecture, City Planning and 
Landscape Architecture, and Music 
are engaged in curricular studies. 


Both program and building plan- 
ning have gone forward for the 
Chicago Undergraduate Division so 
jthat time will not be lost in getting 
underway with construction when 
site and money are available. This 
work, together with negotiations 
{with the City of Chicago, has been 
a tremendous undertaking and I 

fwish to acknowledsre the effective 

(leadership of Charles Havens, Di- 
rector of the Physical Plant, and 
Professor Norman Parker, Chairman 
bf the Building Program Committee. 
[I also express appreciation to their 
jcolleagues at Navy Pier and Urbana 
Ivvho have shared the responsibility 
sin designing foundations for a major 
educational enterprise. 
j A concept for the University of 
Illinois in Chicago was the subject 
Df a thoughtful study by the Chicago 
Undergraduate Division Senate. 
^Fhe report stated a premise which 
ve can all accept — the new campus 
li'should not be merely a mirror 
Image of the Urbana Campus. 
"Neither should it depart from the 
Jniversity's past experience or pres- 
;nt practice just for the sake of 
leing 'different.' The . . . Campus 
ihould have its own character, its 
wn obligations, its own special mis- 
ion — but all within the framework 
I the policies of the larger Univer- 
ity of Illinois, of which it will be a 
lart." The Senate study went on 
describe some of the unanswered 
ducational needs in Chicago and 
iggested operational plans for 
leeting those needs. 

This report, together with other 
:atements by departments, divisions, 
iculties and individuals, have been 

included in the source material for 
continuing review by a University 
Interim Committee*^ established to 
advise the President and the Board 
of Trustees on next steps in Chicago 
Undergraduate Division develop- 
ment and to work with architects 
in the evolution of specific building 
plans. The Interim Committee has 
had to deal realistically with the 
transfer of the Navy Pier program 
to a new campus and to do so in 
a way that will permit the sound 
development of a time phased exten- 
sion of present offerings to degree 
length and the inauguration of new 
curriculums in logical relationship 
to existing collegiate work in Chi- 
cago and Urbana. 

The development of the Univer- 
sity's new campus in Chicago is 
obviously an enormous task, a heavy 
responsibility and an exciting oppor- 
tunity. I am glad to say to you that 
the groundwork has been well laid. 
Its implementation will require 
patience on the part of all involved, 
accommodation of differing views, 
and confidence in those assigned to 
the task. Thanks are due to the 
faculty and staff at the Chicago 
Undergraduate Division for their 
understanding and cooperation in 
this very trying period. With the 
adoption of the Universities Bond 
Issue, agreement on the time table 
for construction, and reduction in 
the number of practical alternate 
sites, a firm decision will be possible 
early in the Legislative year and it 
is expected that appropriations to 
get started in 1961-63 will be made. 


While we may take pride in the 
spirit of self-evaluation and innova- 
tion which is alive at the University 
of Illinois, there is more to be done. 
Plans must be made to increase the 

" Members : Royden Dangerfield, Robert 
P. Hackett, Arthur D. Pickett and Nor- 
man A. Parker. Consultant: Charles S. 

use of television,^ to improve instruc- 
tion and conserve faculty time; to 
experiment further with the use of 
large lecture sections; to consider the 
reduction in the number of small 
courses with sub-marginal enrol- 
ments where not absolutely needed 
to fulfil degree requirements; to ap- 
praise new ways of utilizing teaching 
aids and assisting personnel for in- 
creased effectiveness in the teaching 
process; to consolidate courses where 
the result would be improved teacher 
utilization; to reduce the number of 
extra-class activities of the faculty 
which do not have a direct bearing 
upon the professional effectiveness 
of the individual — meaning, among 
other things, to have fewer commit- 
tees; to utilize in teaching qualified 
personnel available in academic bu- 
reaus and institutes; where possible, 
to replace retiring senior staff with 
people of lower rank and thus facili- 
tate the financing of salary increases 
and other improvements; to extend 
honors courses. 

In short, new emphasis must be 
placed upon increased teacher utili- 
zation and to do so in a way that 
will not increase the total faculty 
load or reduce the effectiveness of 
faculty relations with students. 

It is clear that with the need for 
new money to be directed into im- 
proved salaries and enlarged enrol- 
ments, significant improvement in 
working conditions must come out 
of improved techniques in operation. 
Wherever savings can be effected 
without impairing quality or effec- 
tiveness, they should be directed to 
this end. Finding ways to improve 
the utilization of present resources 
is a departmental and faculty mat- 
ter, although department, college 
and university administrators will be 
expected to point out examples, 

'More than 1000 students at Urbana 
are now taking complete courses by tel- 
evision and hundreds more are receiving 
by television some instruction in courses 
which supplement classroom instruction. 

make suggestions, and initiate or- 
ganized review of the matter. 

Following the recommendations 
of two faculty committees, plans are 
now underway in the Office of the 
Provost to expand staff and facilities 
for institutional research. A major 
purpose will be to assist colleges and 
departments in experimentation and 
research on eflfectiveness of instruc- 
tion and the utilization of personnel. 

The problems here identified are 
being considered by institutions 
across the country. The University 
of Illinois is benefiting from partici- 
pation in the newly organized com- 
mittee of chief educational officers 
of the Council of Ten and the Uni- 
versity of Chicago. The Illinois 
Joint Council on Higher Education 
is also increasing the exchange of 
mutually helpful information. 
Foundation studies are pointing up 
new ways for experimentation. Na- 
tional educational meetings are deal- 
ing with the theme. 

I am confident that out of the 
ferment in faculty studies and self- 
review will come a stronger institu- 
tion, one which will continue to 
inspire confidence, externally and 

Coordination and Planning 
in Higher Education 
in Illinois 

The subject of coordination and 
planning in higher education in Illi- 
nois has been a topic of public and 
professional interest for many years. 

Professor Coleman R. Griffith of 
the University of Illinois has re- 
cently reviewed the six official studies 
made on this subject over a period 
of fifty years (not counting the one 
currently conducted by the Illinois 
Commission of Higher Education) .* 

* Griffith, Coleman R., Review of Studies 
of Higher Education in Illinois; prepared 
for the consideration of the Illinois Com- 
mission of Higher Education, October 
30, 1959. 


Historically, Illinois has had a 
good measure of coordination 
through the decisions of the Gov- 
ernors of the State, the actions of 
the State Legislature, and the deci- 
sions of the governing boards. Pro- 
fessor Griffith points out that "it is 
easy to overlook and even to mini- 
mize this progress. The positive 
achievements of each of the institu- 
tions, and of coordinated practices, 
merit a more intensive review than 
they have received.'"* 

Nonetheless, it is agreed on all 
sides that the impending expansion 
of higher education in Illinois calls 
for new activity in interinstitutional 
coordination. Major decisions as to 
expansion and expensive innovations 
should not be made unilaterally by 
individual universities. 

For example, the answers to many 
questions concerning the future of 
the University of Illinois are inter- 
woven with what happens to other 
institutions — the establishment and 
growth of junior colleges, the crea- 
tion of new professional schools, the 
inauguration of technical institutes, 
the expansion of other state institu- 
tions, the development of private 
colleges and universities. Plans for 
expansion at any one university 
should be based upon professional 
study of the needs of the State as a 
whole and the potential resources of 
all institutions, new and old, which 
can contribute to supplying those 

In support of this position. Uni- 
versity representatives encouraged 
the establishment of the present 
Commission of Higher Education as 
an agency which could promote co- 
ordination. The University has 
shared in the development of the 
Joint Council on Higher Education 
which now has several significant 
achievements to its credit, including 
key assistance in the formation of 
the Nonacademic Personnel Pro- 
gram and the Retirement System. 

' Ibid., p. 2. 

Council studies of future enrol- 
ments, budget standards, and field 
services have led to cooperative ac- i 
tion. The Joint Council is currently 
working toward creating a unifon^ 
budget pattern which will at the ,, 
same time recognize institutional S 

Further, the governing boards 
have recently expressed interest in 
coordination among the boards 
themselves and plans are underway 
for inter-board discussion as a basis 
for agreed action. 

Also to be noted is the action of 
the Illinois Conference on Higher 
Education, composed of independ- 
ent, church-related and state insti- 
tutions, to seek definition of pro- 
cedures for the development of a 
Master Plan for higher education in 

The University of Illinois has 
been represented on the Committee 
— created by the Commission of 
Higher Education — to advise on a 
State Plan. A number of faculty 
members have been involved in the 
preparation of the stafT report which 
will soon be printed. The recom- 
mendations, which include a state- 
ment of guidelines and principles^ 
for a State Plan will be a part of th| 
annual report of the Commissionj: 
These conclusions, distilled from th< 
views of forty-six professional par 
ticipants in the study, have beei 
unanimously adopted by the presi 
dents of the State Universities aiw 
the Executive Officer of the Teach 
ers College Board. This project ha 
been a working illustration of ho\ 
the institutions may work togethc; 
effectively to improve the educa 
tional and intellectual climate. 

The University of Illinois h; 
wholeheartedly encouraged all c 
these developments and participate 
in them. The goals of coordinate 
operation and planning are a( 
cepted. The University will coi 
tinue to encourage interinstitution: 
arrangements, and legislation to d' 


jfine them, which have reahstic and 
constructive promise of enlarging 
jand improving education for the 
'people of Illinois, the development 
bf the professions, and the advance- 
ment and dissemination of knowl- 

A Mote on Goals 

Thirteen guidelines and principles 
for a State Plan on Higher Educa- 
tion have been submitted to the 
'Illinois Commission of Higher Edu- 
cation by a special committee ap- 
pointed for the purpose. This pro- 
iposed code is introduced by the 
following statement: 

"A university exists to overcome 
Ignorance, explore the unknown, 
Challenge myth and superstition and 
prepare students for life's work. 
The test of a great university is its 
ability to deal with the affairs of 
;he mind in a rigorous scientific 

iAs a member of the Committee, 
endorsed this statement Ibecause I 
elieve it is true and because I be- 
eve it is reflected in the tradition 
nd practice of the University of 

, From time to time there will be 

Usagreement among us as to the 

isst way to maintain this standard. 

The University of Illinois is too 

arge, too complex and too impor- 

ant for there not to be divisions of 

pinion about many things. It fol- 

:Dws, however, that the University's 

fork is so essential, its program so 

fital, its mission so fundamental to 

he conservation and progress of 

3ciety that those divisions must be 

esolved in good faith and in the 

pllowship of a common command- 

ig cause. 

Within the past year there was a 

ivision among us on an issue which 

3me thought was related to aca- 

emic freedom and others believed 

'as not so related, in the full and 

aditional meaning of that term. 


At no time, however, was there any 
disagreement as to the central pur- 
pose to which I have referred or 
as to the climate essential to the 
realization of this purpose — devo- 
tion to free inquiry, intellectual 
integrity, and the scientific method. 

To emphasize this basic premise, 
the Board of Trustees last June 
unequivocally restated its position: 
"We subscribe to and intend to 
maintain these principles (of aca- 
demic freedom) unimpaired. We 
recognize that the limits of aca- 
demic freedom cannot be defined by 
the test of conformity between 
views expressed by a member of the 
University's faculty and views, be- 
liefs, and standards generally and 
commonly entertained and accepted. 
We believe that any responsible ex- 
pression of views by members of the 
faculty, even though unpopular and 
even, possibly, untenable, is in 
order. In determining what is 're- 
sponsible expression,' we accept the 
guidelines set down in the (statutes 
of the University) and the 1940 
Joint Statement of Principles on 
Academic Freedom and Tenure." 

We can all agree that the circum- 
stances which called for this state- 
ment of position by the Board of 
Trustees were unhappy and unfor- 
tunate, and that we should all work 
together to avoid their repetition. 

It should not be inferred from 
such differences on method and 
procedure that there are differences 
on basic purpose and objective. Dif- 
ferences on method and procedure 
are to be expected and as an aca- 
demic community we must learn to 
deal with them as a part of the 
process of problem -solving and 

It may be useful to emphasize 
here that we must try continuously 
to prevent misunderstandings which 
have their origin in lack of com- 

In the large institution, particu- 
larly, faculty and staff understand- 

ing of University operation and 
business must be "worked at" dili- 
gently and persistently. It is also 
important that all members recog- 
nize the difficulties of communica- 
tion, be willing to seek all the facts 
related to a given problem prior to 
judgment, and deal with institu- 
tional issues on the assumption of 
good faith. Really effective com- 
munication is impossible in any 
other kind of atmosphere. I hope 
that the "open door" policy of the 
President and other administrative 
officers, the faculty conferences ini- 
tiated in 1958, the Faculty Letter 
and other internal publications have 
facilitated communication and that 
we shall think of other ways and 
means for further improvement. 


The manner in which the prob- 
lems of higher education are solved 
within the next year will influence 
our course for a decade. 

With commitment to the propo- 
sition that every qualified high 
school graduate should have an op- 
portunity to attend some college, if 
he so desires, the people of Illinois 
must now act promptly to meet the 
requirements to serve increased stu- 
dent bodies. Committed also to the 
advancement of knowledge for a 
growing economy and for the public 
welfare, the people of Illinois must 
provide the facilities and staff to 
conduct research in an ever in- 
creasing tempo, and carry the results 
of research to the farmer, the urban 
worker, the factory, the home, the 
ofhce and field. 

Educational opportunity is af- 
fected not alone by the closing col- 
lege door or the economic ability of 
students. It is also affected by 
limited alternatives in programs 
available, and by the physical and 
fiscal limitations upon the faculty in 
exploring new ideas or in initiating 
new inquiries. 

The truths about the University 
of Illinois are not self-evident. 
There is not now adequate under- 
standing that the benefits from the 
University's work reach into every 
human activity, however humble, 
and affect every citizen beyond his 

It remains for all of us who work 
for the University's future to seek 
identification of the University in 
the life of every day: in the pro- 
duction of food; in safety, health, 
and job efficiency; in recreation and 
personal comfort; in national de- 

fense; in new ideas in every aspect 
of life; in the education of young 
people; in the search for truth and 
applying the results of investigation 
to daily activity. 

The State of Illinois possesses the 
resources to meet the challenge of 
the '60's. But it is incumbent upon 
the University — its administration, 
faculty, students, alumni and friends 
— and educational and civic leaders 
everywhere — to document the needs 
and to identify University require- 
ments with the expectations of the 
people and the State. 

There are two kinds of traditions 
at a university. There are those 
which come and go with varying 
student interests. Then there are 
those whose continuance is vital to 
institutional distinction — traditions 
of academic excellence, of great 
teachers, of intellectual discovery, of 
pride in state, region, and nation, of 
aspiration for the best in all aspects 
of life. 

The strengthening of these tradi- 
tions will continue to be our central 
objective for the future of the Uni- 
versity of Illinois. 


iou J-/^ 

^. C>^M 



MOV 21 196^ 

No. 15, January 17, 1961 


Twelve -Week Summer Session, 1961 


On an experimental basis, the 
University will conduct a twelve- 
week summer session in the summer 
of 1961 both at the Chicago Under- 
graduate Division and on the Ur- 
: bana-Champaign campus — in ad- 
dition to the regular eight-week 
summer session. It is assumed that 
all undergraduate colleges will ac- 
'cept students for the twelye-week 
session, although departmental par- 
ticipation within each college will 
depend upon the extent to which 
courses in a given field are needed. 


The calendar for the twelve-week term is shown in the first column below. 
For comparative purposes, the calendar for the eight-week session is shown in 
the second column. 

Twelve-Week Term, 1961 

Saturday, June 24 
Monday, June 26 
Friday, September 8, and 
Saturday, September 9 
Tuesday, July 4, and 
Monday, September 4 

The late date for the beginning of the twelve-week session is due to the 
late closing date, June 22, of the high schools in Chicago. 

Instruction begins 
Final Examinations 


Eight-Week Term, 1961 
Monday, June 19 
Tuesday, June 20 
Friday, August 1 1 and 
Saturday, August 12 
Tuesday, July 4 


The course ofTerings in the twelve- 
week session will consist mainly of 
freshman and sophomore courses. 
jThis does not mean that enrollment 
(will be restricted to freshman and 
Isophomore students; but upper divi- 
jiion students will be obliged to build 
;heir twelve-week programs prima- 
jily from freshman and sophomore 
l:ourses. Departments participating in 
ihe twelve-week summer term may 
jchedule undergraduate independent 
|tudy courses (reading and re- 
jearch) ; and at the graduate level, 
(■esearch and. thesis courses (e.g., 
09) may be offered. Unless justi- 
lied by virtually guaranteed enroll- 
[nent, however, courses at upper- 

livision and graduate levels will not 

'e offered in 1961. 


The normal enrollment for the 
twelve-week term will be twelve 
credit hours. Enrollment for more 
than twelve hours will require ap- 
proval by the dean of the college 

Students enrolled for courses in 
the twelve-week term may also en- 
roll in the eight-week session for 
other courses, if schedule permits. 
In such cases, the student's credit- 
hour load for the combined program 
must not be such as to require the 
student to carry a weekly work load 
in excess of the maximum allowed 
by his college. 


In general, a twelve-week sum- 
mer term course will meet one-third 

more hours per week than the same 
course scheduled in the regular se- 
mesters. As a guide to departments 
in arranging schedules, the stand- 
ards in the following table are 
suggested : 

Total Hours 

for 12-Week 




per Week 



The number of laboratory hours per 
week will be one-third more each 
week than those scheduled in the 
regular semester. 


As a rule, faculty members em- 
ployed for the twelve-week summer 

term will be expected to serve for 
the entire period. Except by special 
approval of the Provost, a depart- 
ment should not employ one faculty 
member for six weeks to teach one- 
half of a course and a second fac- 
ulty member for six weeks to teach 
the second half of the course. Where 
deemed advisable, the department 
may employ a faculty member to 
teach part time in the eight-week 
summer session and part time in the 
twelve-week term, with compensa- 
tion depending on the full-time 
equivalent work load for the entire 

Faculty members employed for 
the twelve-week summer term in 
1961 will be ineligible for employ- 
ment in the twelve-week term in 
1962. Where their services are re- 
quired by the department, faculty 
members employed for the twelve- 

week term in 1961 may be employed 
in the eight-week term in 1962. 

University staff members em- 
ployed full time for the twelve-week 
term will be paid one-third of their 
regular academic salaries. (Need- 
less to say, no faculty member will 
be required to teach in either of the 
summer sessions.) 

Wherever feasible, eflforts should 
be made to employ competent mem- 
bers of the faculties of the four- 
year colleges of Illinois to teach in 
the twelve-week sunmier term. 


It is impossible to predict with 
any degree of certainty the number 
of students likely to enroll in the 
twelve -week summer term. For 
planning purposes, assumptions as to 
probable enrollment have been 

made and have been used by this 
office in making recommendations 
as to courses which should be of- 
fered. In separate letters, these esti- 
mates are being sent to the respec- 
tive deans of the colleges with the 
request that they assist departments 
in planning for the twelve-week 
summer session and in making rec- 
ommendations concerning courses to 
be offered. 

A questionnaire will be used to 
secure further information concern- 
ing the demand for such a session 
on the part of students currently en- 
rolled. Efforts will also be made to ' 
obtain information from high school 
principals concerning new students 
likely to enroll in the twelve-week 
session. On the basis of the results 
of such inquiries, it may be neces- 
sary to revise the estimates of en- 

Research Support by the University Research Board 


Among the responsibilities of the 
University Research Board is that of 
making assignments of the research 
funds of the Graduate College. In- 
asmuch as such funds comprise only 
a fraction of the amounts employed 
for research throughout the Univer- 
sity, the Board cannot be expected 
to supplant the departments and 
colleges in their roles as primary 
sources of internal research funds. 
It can supplement these sources. 


however, and it has made important 
contributions by assisting staff mem- 
bers in establishing new research 
programs, by underwriting research 
costs in areas where other sources of 
support had not yet been developed, 
and by assisting established programs 
in exceptional circumstances. Any 
staff member of the rank of in- 
structor or above may request funds 
for purposes which he believes to 
warrant the attention of the Board. 
Each request is considered on its 


own merits, and grants are made 
solely on the basis of the best judg- 
ment of the members of the Board 
as to the most productive utilizatior 
of its limited resources. 

Suggestions concerning the prep 
aration of proposals to the Boarc 
are to be found in a brief guid 
available in the departmental offices 
copies of the guide also can be re 
quested by telephone (Ext. 8188 
from the University Research Boan 

Illinois Conference on Higher Education 


The Illinois Conference on Higher 
Education is an organization jointly 
sponsored by the Joint Council on 
Higher Education (presidents of 
State supported universities in Illi- 
nois), the Illinois Federation of Col- 
leges (private colleges in Illinois), 

NOVEMBER 17 AND 18, 1960 

and the Illinois Association of Junior 
Colleges. The purpose of the organ- 
ization is to provide a voice for 
higher education in the State. 

The conference was formed in 
1958 and is convened annually. 


(1) The Committee on Cooper; 
tion (a committee of the conferen( 
including representatives of tl 
sponsoring organizations) was r 
quested to report to the next mee 
ing of the Illinois Conference < 

iligher Education a proposal on 
rocedure for the development of a 
tudy of an over-all plan for higher 
ducation in the State of Illinois, 
3 insure the best possible utilization 
f junior colleges, private higher ed- 
cational institutions, and state uni- 
ersities in meeting the developing 
eeds of Illinois youth. 

(2) Resolved that the Committee 
n Cooperation endorse the explora- 
j,on of the formation of a statev^^ide 
rogram in the public interpretation 
f higher education through the 
pluntary eflforts of professional ad- 
ertisers, comparable on a statewide 
asis to the National Advertising 

' (3) Recommended to the Gover- 
or and the Legislature that provi- 
ons be made to broaden the base 
nd extend the scope of the scholar- 
lip program in an amount com- 
lensurate with the growing need for 
;holarship assistance. 
i (4) Endorsed the legislative pro- 
iram for the continuance of thg 
resent rate of State aid for public 

junior colleges and for the establish- 
ment of a $10,000,000 fund for pub- 
lic junior college construction on a 
matching basis. 

(5) Resolved that the Illinois Con- 
ference on Higher Education study 
the recommendations to its member- 
ship that the limitation of 66 se- 
mester hours of transfer credit from 
junior colleges be used only as a 
guide, and that consideration be 
given to exceptions that normally 
arise in the accumulation of junior 
college credits. 

(6) Endorsed the principle that 
there should be little or no differen- 
tial in tuition and fees as between 
in-state and out-of-state students. 
Furthermore, that efforts should be 
made to make all such differentials 
equal and reciprocal between the 

(7) Expressed its grave concern 
for the future of higher education in 
the State of Illinois. "Unless the 
rate of support for higher education 
is greatly increased, the Committee 
affirms its conviction that the edu- 

cational needs of the State of Illinois 
by 1970 will be greater than the 
combined resources of the tax- 
supported universities, junior col- 
leges and private colleges, and 
(2) we recognize with appreciation 
the distinct contribution made to 
the State and to the national welfare 
by the junior colleges, private col- 
leges and tax-supported universities. 
Each institution needs strengthening 
of facilities and faculties. We call on 
the citizens of the State to pro- 
vide the needed educational facilities 
for the young people of our com- 
monwealth whom the State must 
educate, by increasing substantially 
the amount given to all educational 
institutions through private philan- 
thropy, individual and corporate." 

(8) Went on record as being will- 
ing to cooperate with the Illinois 
Commission of Higher Education in 
a space utilization study. 

(9) Asked that the question of a 
uniform school year be studied by 
appropriate high school and college 

uudent Loan Funds 


Following is a summary of a spe- 
ij^l report of student loan funds as 
f June 30, 1960, prepared by the 
ursar's Division, University of Illi- 
ois Business Office. 

During 1959-60 3,921 students 
orrowed $777,315, and 3,208 loans 
(mounting to $382,577 were repaid. 

Since the first loan fund was es- 
jiblished at the University in 1899 
pans granted have aggregated 
5,782,929. Loans repaid over this 

period totaled $4,785,775 with 
$6,994, or approximately .1 of one 
per cent, written off as uncollectible. 
Loans outstanding June 30, 1960, 
amounted to $990,160 of which 
$40,602 were past due. 

Loan funds administered by the 
University and beneficial interests in 
trust for loan purposes on June 30, 
1960, totaled $1,125,356. Gifts dur- 
ing the year aggregated $99,050. 
Interest from loans and income from 
investments totaled $22,400; of this 

sum $8,175 was expended for oper- 

Grants to the University from the 
Federal Government for loan pur- 
poses, under Section II of the Na- 
tional Defense Education Act of 
1958 amounted to $250,977 in 1959- 
60; the University's contribution 
required by law to this fund for the 
same year was $35,186. A total of 
$351,854 was thus held by the Uni- 
versity at June 30, 1960, all of 
which was loaned to students. 


Uf. G^ 



NOV 21 1961 

No. 16, February 2 8, 1961 

Expanded Educational Program, for the ^icago Undergraduate Division 

Following is the text of a statement of policies and 
plans for the Chicago Undergraduate Division recom- 
\ mended by the President and approved by the Board of 
: Trustees of the University, February 15, 1961: 

The Board of Trustees in July 1954 approved a staff 
committee's recommendation that the Chicago Under- 
graduate Division be expanded eventually into a degree- 
, granting branch of the University. The committee 
! suggested, however, that priority be given to providing 
improved facilities for the existing two-year program, 
since the enrollment pressures justifying expansion to 
four years seemed to lie several years in the future. 
'Unfortunately, the lack of "capital appropriations delayed 
, this initial stage of development. 

I In September 1957 a "University Committee on a 
Four- Year Plan for the Chicago Undergraduate Divi- 
sion" was appointed, since it was then clear that by the 
Itime a new campus could be occupied the four-year 
pprogram would be needed in the Chicago metropolitan 
area. The new committee, under the chairmanship of 
jAssociate Provost Dangerfield, submitted a report in 
[December 1958 in which degree programs were recom- 
mended in several proposed colleges. The report was 
jwidely distributed within and outside the University — 
ithe latter group of recipients including the presidents of 
;universities and colleges in the Chicago area, presidents 
[of other State-supported universities, and members of 
Ithe Commission of Higher Education. 

In the light of that report and of the reactions to it 
— especially those from committees, department heads, 
md individual faculty members of the Chicago Under- 
graduate Division — Professor Norman A. Parker, chair- 
[nan of the University Building Program Committee, 
Imd Mr. James V. Edsall, Coordinator of University 
|-'lanning, developed a detailed series of building-space 
I estimates based upon an assumed educational program 
md enrollment projections through 1969. The principal 
)urpose was to establish planning standards and to 
trrive at estimates of the numbers and kinds of per- 
onnel and facilities needed. They issued a preliminary 
eport in August 1959 and a revised version in February 

1960. The latter was circulated widely within the 
University for review and comment, and copies were 
sent to members of the Board of Trustees. 

The next step in the planning process was the 
appointment of an "Interim Committee to Advise Con- 
cerning Physical Planning for the Chicago Undergrad- 
uate Division" — consisting of Professor Parker (chair- 
man). Associate Provost Dangerfield, and Associate 
Deans Pickett and Hackett (representing the Chicago 
Undergraduate Division) . This Committee and the 
Director of the Physical Plant, Mr. Charles S. Havens, 
as Consultant to the Committee, have worked with the 
architects and engineers to develop a general campus 
plan which would provide the buildings required for the 
assumed educational program of the Parker-Edsall re- 
port, as revised in the light of recommendations made 
by the faculty of the Chicago Undergraduate Division. 
(For planning purposes Garfield Park has been used as 
a demonstration site.) 

Recently the Interim Committee submitted a report 
which included: (a) a series of recommendations con- 
cerning the number and relative locations of buildings 
in the first phase of the construction program; (b) gen- 
eral specifications for space units; and (c) recommended 
changes in the assumed educational program. Physical 
planning will proceed in accordance with the recom- 
mendations of this report, copies of which will soon be 
made available. These conclusions, together with the 
prompt selection of a site, permit the planning and con- 
struction of buildings to be completed in time to allow 
the Chicago Undergraduate Division to move to the new 
campus by September 1964. 


The Vice President and Provost, as chief academic 
officer of the University, has made a careful study of the 
Interim Committee's report and of the background ma- 
terials which have guided its deliberations and conclu- 
sions. Particular attention has been given to the various 
reports and other communications from the Chicago 
Undergraduate Division. He has also met with the 

Senate of the Chicago Undergraduate Division to dis- 
cuss the recommendations made in the accompanying 
statement on Organization and Educational PoUcies and 
Plans. In the light of this study and consultation, and 
with the concurrence of the Vice President for the Chi- 
cago Undergraduate Division, the Vice President and 
Provost recommends that the Board of Trustees adopt 
the following statement of policies and plans concern- 
ing the educational objectives, the organizational status, 
and the educational program for the initial stage of 
development of the Chicago Undergraduate Division on 
its new campus. 


The recent appointment of the Vice President for 
the Chicago Undergraduate Division and the expected 
choice of a site in the immediate future make it appro- 
priate now to outline the broad educational objectives 
of the expanded institution, to clarify its prospective 
organizational status within the University of Illinois, 
and to describe the general nature of the educational 
program to be offered. It is expected that the planning 
and construction of buildings will proceed on a schedule 
that will allow the Chicago Undergraduate Division to 
open the fall session of 1964-65 on the new campus. 

/. Objectives 

The fundamental purpose of the University in estab- 
lishing a center of higher education in Chicago has been 
to bring to a metropolitan area with more than half the 
population of the State a broad range of educational 
benefits which an established state university of high 
quality can best provide promptly and effectively. 
Within this broad purpose are the following specific 

1. To help meet the acute demand for undergradu- 
ate education in the Chicago area created by population 
increases and by the rising proportion of high school 
graduates seeking admission to college. Even with the 
announced increases in the enrollments of existing insti- 
tutions, including junior colleges, by 1965 there will be 
a serious shortage of opportunities for higher education 
available to Chicago's youth. 

2. To give to Chicago a publicly-supported institu- 
tion offering degree programs in varied fields to quali- 
fied young people who cannot afford the cost of attend- 
ing local private colleges or public colleges away from 
home, or who for other reasons choose to enroll in a 
state university in Chicago. Aside from the enrollment 
emergency, too many able students would never grad- 
uate from college unless afforded opportunities in an 
urban university like that proposed for the new campus 
of the Chicago Undergraduate Division. 

3. To develop an institution of higher education 
uniquely designed to meet the special needs of a rapidly- 
changing metropolitan community — particularly as re- 
gards the training of specialized personnel for a wide 
range of occupational fields, and the provision of re- 
search service and educational leadership. 

4. To encourage the utilization of the rich resources 
of the metropolitan area for cultural, social, economic, 
and scientific-technical education. 

//. Organizational Status 

It is recommended that the Chicago Undergraduate 
Division be given the kind of administrative autonomy 
that now prevails at the Chicago Professional Colleges. 
The date of this administrative change would coincide 
with that of the formal organization of the new colleges 
and divisions to be established. A time table and pro- 
cedures for planning the new organizational arrange- 
ments during the interim period will be established by 
the President sometime within the current academic 

Appropriate codification of the University's Statutes 

will be made to reflect the change in organizational 

status, the establishment of the office of Vice President. 

for the Chicago Undergraduate Division, and such other 

alterations as may be adopted. : 

III. The Initial Educational Program 

The following colleges and divisions are recom-, 
mended as the major administrative units for the new;, 
campus during the initial phase of development. It is, 
expected that during the academic year 1964-65 stu- 
dents will be accepted for the third year of undergrade 
uate study, in addition to the continuation of the two' 
year program now in effect at Navy Pier. The fourth 
year would be added in 1965-66. These developments 
would be subject to the availability of facilities anc 
operating funds. 

1 . College of Liberal Arts and Sciences. Undergrad 
uate degree programs will be offered in the physica 
sciences and mathematics, the biological sciences, th( 
humanities, and the social sciences. The department 
to be established within these four areas will be desig 
nated in the near future. 

2. College of Engineering. Undergraduate degre 
programs will be offered which prepare professions 
engineers for employment in government and industry 
and which provide the type of undergraduate educatio 
in engineering that is suitable for students preparing fc 
graduate school. The departmental organization an 
the initial degree programs will be determined in th 
near future. 

3. College of Commerce and Business Administri 
tion. Undergraduate degree programs will be offered : 


the departments of accountancy, economics, finance, 
marketing, and management. 

4. College of Fine and Applied Arts. Undergradu- 
ate degree programs will be offered in architecture, art 
education, art history and painting, and industrial de- 
sign. Service courses will be offered in the history of 
music, music education, chorus, band, and orchestra. 

5. Division of Education. Courses in education suf- 
ficient to meet the requirements for teacher certification 
will be offered, but initially no degree programs in edu- 
cation as such are planned. Degree programs in teacher 
education will be offered in the departments of the 
several colleges which administer the subject-matter 
fields taught in the secondary schools. The director of 
the Division of Education would be the coordinator of 
teacher-education programs in the several colleges and 
would supervise the courses in education offered by the 
Division of Education. Degree programs in education 
will be introduced if and when it is established that the 
facilities of existing teacher education institutions in 
Chicago are inadequate to meet the need. 

6. Division of Physical Education. Programs in 
physical education and recreational activities will be 
established in the first pfiase of development to the 
extent that physical facilities permit. 

IV. Future Developments 

The program just described should enable the Uni- 
versity of Illinois to meet the most pressing needs sug- 
gested above in the statement of objectives — namely 
those related to the undergraduate enrollment demand 
created by population increases and by the rising pro- 
portion of high school graduates seeking admission to 
college. This will be the primary mission of the ex- 
panded Chicago Undergraduate Division, and this pur- 
pose will have priority over all other claims upon the 
space and operating funds available to the Division. 

At the same time, future developments on the new 
campus should not be limited arbitrarily to these initial 
programs. The educational needs of the Chicago metro- 
politan area, the degree to which they can be met satis- 
factorily by existing institutions and programs, and the 
availability of resources should be the controlling con- 
siderations. The University of Illinois will keep the 
problem of further educational development at the Chi- 
cago Undergraduate Division under continuing study, 
and will propose such changes as seem justified by the 
total educational situation in the Chicago metropolitan 
area. Expansion into new fields — such as graduate 
study, adult education, and organized community serv- 
ices — would be undertaken only after appropriate dis- 
cussion with representatives of other State and local 
institutions concerned. 

JYDEA Graduate Fellowship! 


Acting under the provisions of Title IV of the 
National Defense Education Act, the Office of Educa- 
tion has made available a total of twenty-three new 
three-year graduate fellowships for students majoring in 
certain "new" and "expanded" graduate programs at- 
the University of Illinois. 

Three programs receiving NDEA fellowship support 
for the first time are: Linguistics, four fellowships; 
Sanitary Engineering, three fellowships; and Speech 
Correction, two fellowships. The following five pro- 

grams previously supported were awarded additional 
NDEA fellowships: Experimental Psychology, three fel- 
lowships; Structural Mechanics, two fellowships; Quan- 
titative Economic Analysis, three fellowships; Psychol- 
ogy of Classroom Learning, three fellowships; Business 
Administration, three fellowships. 

The twenty-two graduate fellows presently supported 
on NDEA fellowships at the University will continue 
during 1961-62, so next year there should be a total of 
fifty-five NDEA fellows at the University of Illinois. 

Deposit Requirement for Admission to the University 


The Board of Trustees has approved a progressive 

admissions plan for undergraduate students to become 

effective for applicants for admission in September, 

i 1961. Such a plan is necessary because available facil- 

ities are inadequate to meet expected increases in enroll- 
ment in all undergraduate programs. 

To administer the plan effectively, including assign- 
ment of housing to applicants, it is necessary to know as 

accurately as possible at each stage of the admissions 
program how many applicants are firmly committed to 
enrolling. Experience of other universities which have a 
requirement of a non-refundable deposit indicates that 
this device is the most effective means of assuring a 
serious commitment. 

The Dean of Admissions and the All-University 
Committee on Admissions of which he is Chairman, 
recommend the collection of a non-refundable deposit of 
$30 from all new undergraduate students, except foreign 
students who at the time of application are living out- 
side the United States, seeking admission to the Uni- 
versity for a fall semester, effective for September, 1961. 
The requirement will not apply to the second semester 
or the summer session of the current year unless needed. 
This recommendation is endorsed by the various admin- 
istrative officers concerned with admissions, housing and 
registration of new students. 

Accordingly I have approved the following admin- 
istrative procedure and request confirmation of this 
action : 

1 . Each new applicant for admission will be required 
to pay a deposit of $30 before the issuance of a Permit- 
to-Enter. The deposit will be required within definite 
deadline periods and will be credited towards the pay- 
ment of tuition and fees if the student registers. 

2. The deposit will normally be non-refundable, al- 
though exceptions may be made in unusual cases. 

3. The receipt of the deposit and the issuance of a 
Permit-to-Enter will be required before the Housing 
Division enters into negotiations of housing contracts 
with applicants. 

4. Failure to make the deposit of $30 when notified 
to do so will not disqualify the applicant for admission 
later, unless the limit of new enrollment in the desig- 
nated college or curriculum has been reached. The 
Permit-to-Enter will be issued to such a qualified appli- 
cant whenever he chooses to make the deposit, unless 
the quota in question has been filled. 

5. The Office of Admissions and Records is author- 
ized, in cooperation with the Business Office and other 
offices concerned, to implement all aspects of this de- 
posit plan. 


Many prospective college students throughout the 
country apply for admission to more than one institu- 
tion of higher education, deferring final choice until late 
in the summer or early fall. Such multiple applications 
impose an added burden of administrative and clerical 
work on the admissions offices of the institutions con- 
cerned. At Illinois the Admissions Office now processes 
hundreds of applications from students who do not en- 
roll in the University. The expense of the administra- 1 
tive work involved in evaluating credentials and corre- 
spondence with applicants who are "shopping," so to 
speak, and who do not enroll should not be borne by 
the University. Of even greater importance, the Uni- 
versity is restricted in its final planning because of ina- 
bility to estimate authoritatively. 

An applicant who is issued a Permit-to-Enter and 
enrolls in the University will not be paying an additional 
fee since the deposit will be an advance payment on fees 
assessed. Provision will be made for refunds of deposits | 
where the circumstances warrant such action and to 
avoid unduly penalizing individuals who apply in good 
faith but for reasons beyond their control are unable to 

It should be noted that an applicant for admission 
who does not wish to make this deposit in advance of 
the time he would otherwise be required to pay the tui- 
tion and fees assessed, is not necessarily disqualified from 
enrolling in the University if he wishes to take his 
chances on admission to the program of his choice and 
of securing housing. 

J0. CoJl^ 




NOV 21 1961 

No. 17, March 16, 1961 

Report on Public Higher Education in Illinois 

A self-examination of the scope and function of pub- 
lic higher education in Illinois has recently been pub- 
lished by the Joint Council on Higher Education. The 
198-page printed report, entitled "Public Higher Educa- 
tion in Illinois," was prepared by forty-one staff members 
of the six public universities, at the request of the Com- 
mittee to Recommend a State Plan for Public Higher 
Education in Illinois composed of the universities' presi- 
dents and representatives of 'the State's junior colleges. 

Responsibility for the development of basic position 
papers on undergraduate education, professional educa- 
tion, graduate education and research, and public serv- 
ice programs was undertaken by individual members of 
the various faculties. Comment on each paper was in- 
vited from staff consultants on the faculties of other 

Out of these papers and discussions about them, a 
small permanent staff evolved a series of statements of 
general agreement on the subject matters involved. From 
these agreed statements in turn, a thirteen-point state- 
ment of guidelines for a state plan was developed. 

Asserting that "public higher education is not a 
consolation prize for poor people," the staff report 
defines its place in democratic society and lists several 
guidelines — basic principles upon which developments 
in higher education in this state until 1975 might be 

The report states that public higher education is not 
"a kind of educational public aid on which students can 
fall back when private resources are not available. It is, 
rather, one of democratic government's functions in 
maximizing the status and dignity of its citizens." 

Among recommendations are proposals for a new 
"intermediate degree" beyond the master's, but below 
the doctorate, primarily for high school and junior col- 
lege teachers; expansion and better distribution of the 
universities' public services; and improvement of under- 
graduate programs by use of selective admissions, rigid 
retention requirements, and challenging programs for 
gifted students. 

The staff report is the basis of the committee's report 
to the Illinois Commission on Higher Education. Pro- 
fessor Gilbert Y. Steiner, director. University of Illinois 
Institute of Government and Public Affairs, directed the 
staff study. 

Other recommendations in brief are that public 
higher education should: 

— train persons in all fields of knowledge, so private 
colleges won't have to grow just to take over work public 
universities should do. 

— admit more students : or else new universities will 
have to be set up; between 50,000 and 80,000 more 
students are expected by 1975, in addition to those who 
will go to junior and private colleges. 

— provide more training for the professions. 

— strengthen and enlarge teacher training programs. 

— expand facilities for vocational-technical educa- 

— receive state funds for construction and operation 
of junior colleges. 

— receive more appropriation for classrooms, labora- 
tories, and other facilities. 

Copies of the report are available to faculty members 
on request to the President's Office. 

A Proposed Program of Federal Action to Strengthen Higher Education 


In recent months there have been notable reports on 
the relationships of higher education to the Federal 
Government by the Carnegie Foundation for the Ad- 
vancement of Teaching and the American Assembly. 
During the 1960 election, members of Congress from 
both parties ran on platforms containing significant 
promises of Federal support. The new Secretary of 
Health, Education, and Welfare, Abraham Ribicoff, has 
demonstrated a sympathetic understanding for the prob- 
lems of higher education, as did his predecessor, Arthur 
S. Flemming, who in his last months in office sponsored 
a definitive study of the immense predictable needs for 
facilities and faculty. And there have been important 
recommendations for aid to higher education in recent 
weeks from President Eisenhower's Commission on Na- 
tional Goals and President Kennedy's Task Force Com- 
mittee on Education. 

In this friendly atmosphere it seems appropriate for 
the colleges and universities themselves to offer, through 
the American Council on Education, which represents 
them, a statement setting forth their own proposals for 
congressional action. Preparation of such a document, 
embodying the considered recommendations of five 
Council committees, was suggested last November by the 
Committee on Relationships of Higher Education to the 
Federal Government, and the content was discussed in 
December by representatives of ten major constituent 
organizations, meeting as a Seminar on Federal Rela- 
tionships. The statement is presented herewith, after 
approval by the Committee on Relationships on January 
23 and by the Executive Committee on January 27. 

Arthur S. Adams, President, 
American Council on Education 


The magnitude and chief characteristics of the crisis 
facing higher education in the next decade have been 
documented through numerous studies by Federal agen- 
cies, state planning commissions, and independent 
groups. There is general agreement that enrollment is in 
the process of doubling, with an anticipated increase of 
at least a million full-time students between 1958 and 
1965 and another million between 1965 and 1970. There 
is also agreement that colleges and universities, in the 
next ten years, must nearly double both the number of 

qualified faculty members and the salaries paid them. 
Furthermore, it is clear that the proportion of research 
and instruction at advanced levels will become greater 
and that consequently the cost of necessary buildings and 
equipment will increase at a higher rate than that caused 
by expanding enrollment alone, with a corresponding in- 
crease in general operating expenses. 

A recent comprehensive study by the U.S. Office of 
Education* states that by 1965 the colleges and univer- 
sities of this country will have to spend $9 billion on 
physical facilities, and that an additional $10 billion will 
be needed between 1965 and 1970. Several leading 
economists have estimated that between 1959 and 1970 
general expenditures, excluding those for capital outlays, 
will mount from $3.7 billion to more than $9 billion a 

All the major studies show that after traditional 
sources of income, including student tuition and fees, 
have been stretched to the limit, there will still be a 
large gap that can be filled only by greater support from 
the Federal Government. 

The American Council on Education, in consultation 
with its 1,200 institutional and organizational members, 
has been developing a general policy toward Federal 
support of higher education for many years. The situa- 
tion is complicated for at least three important reasons. 
First, more than forty agencies of the executive branch ' 
of the Government have programs that directly aff'ect ] 
higher education. Second, at least a dozen congressional , 
committees have authority to act on one or more of these , 
programs. Third, these Federal programs differ not only ; 
in magnitude and scope, but also in kind and effect. 

The last point is of special significance, because many ^ 
Federal programs use colleges and universities merely to 
provide services required by the Government. Whether 
provision of those services depletes or augments the re- 
sources of these institutions to perform their central func- ■ 
tion of education is of no particular concern to the 
Federal agency. For example, the armed services have 
admitted for fifteen years that ROTC programs consti- 
tute a drain on the resources of participating institutions, 
but have as yet offered no relief. Again, several of the 
programs in which colleges and universities participate 
under the National Defense Education Act have the 

* U.S. Office of Education, Ten-Year Objectives in Educa- 
tion: Higher Education Staffing and Physical Facilities, 1960-61 
through 1969-70 (Washington: Department of Health, Educa- 
tion, and Welfare, 1961). 

purpose of strengthening secondary education rather 
than higher education. It seems clear that institutions 
of higher learning cannot continue indefinitely to under- 
take such service functions unless they receive additional 
support to strengthen their basic resources of staff", facil- 
ities, and general income. 

It is the purpose of this statement to focus attention 
on proposed congressional actions that will strengthen 
the basic functions of the institutions. This approach 
does not imply lack of interest in other types of pro- 
grams. . . . 

In determining what kinds of support can appro- 
priately be requested from the Federal Government, the 
character of the existing system of higher education 
suggests important limitations. More than half the col- 
leges and universities, enrolling nearly 45 percent of 
the students, are privately supported. All types of institu- 
tions must be expanded and unproved if the essential 
national goal of providing for future students is to be 
met. Hence the American Council on Education, repre- 
senting higher education as a whole, does not ask general 
assistance from the Federal Government in paying fac- 
ulty salaries.* Nor does it ask direct assistance from the 
Federal Government in mee^ng general operating ex- 
penses.f The basic recommendations presented below 
deal with assistance (1) in providing housing and aca- 
demic facilities, (2) in augmenting the number and 
improving the quality of teachers and research workers, 
and (3) in offering able students with limited means the 
opportunity of a college education. 

There are priorities even among these three major 
types of assistance. Additional financial aid to students 
is advocated only as a supplement to adequate support 
for new buildings and augmented staff. Helping more 
students to demand admission to college without at the 
same time supplying buildings to accommodate them 
and faculty to teach them would merely make more 
serious a problem already acute. 


/. The Federal Government can and should provide 
greater financial assistance to approved institutions of 

* The Council considers it entirely appropriate, however, 
for the Federal Government to pay the full cost of the portions 
of faculty time devoted to federally financed programs of in- 
struction and research and to continue the existing type of 
support to the land-grant institutions. 

t The Council considers it entirely appropriate, however, 
for the Federal Government to pay that portion of general 
operating expenses allocable to federally financed programs of 
instruction and research, and to continue the existing type of 
support to the land-grant institutions. 

higher learning for expansion and improvement of 

II. The Federal Government can and should provide 
greater assistance in increasing the supply and improving 
the quality of college teachers. 

III. The Federal Government can and should provide 
greater assistance in removing financial barriers to higher 
education for qualified students. 

IV. Additional approved proposals. 

. . . the program outlined above is deliberately re- 
stricted to major projects that will add to the basic 
strength of institutions of higher learning and that call 
for congressional action. These items by no means ex- 
haust the list of Federal activities, current and proposed, 
in which the Council's membership is interested. 

For example, 50 universities are deeply involved in 
institutional projects abroad under the International 
Cooperation Administration. They have faced serious 
problems, but the solutions lie primarily with ICA rather 
than with Congress. Similarly, even more colleges and 
universities have large programs of federally sponsored 
research. Since Federal support of "on-campus" research 
reached $462 million in fiscal 1960, the amounts involved 
are important to the financial soundness of these institu- 
tions. But the effort to secure full payment for their 
services, which has been under way for more than a 
decade, will succeed or fail because of action by the 
Bureau of the Budget supported by research-financing 
agencies of the executive branch. The only congressional 
action needed is the deletion from future bills appro- 
priating funds for the Department of Health, Education, 
and Welfare of the legislative rider limiting payment of 
indirect costs to an arbitrary 15 percent. 

. . . Higher education, as represented by the Ameri- 
can Council on Education, is interested in all of them. 
But highest priority should be given to the basic program, 
which will help colleges and universities to construct 
needed buildings, recruit essential faculty, and serve the 
increasing numbers of young Americans who need and 
deserve higher education. 


The above is part of "A Proposed Program of Federal 
Action to Strengthen Higher Education" published in 
pamphlet form by the American Council on Education. 
Included in the publication are details of all recommen- 
dations. Copies are available at the President's Office. 

1 ^ ^ .X.)l<A^ 
:2 . 

^r c^u( 



No. 18, March 30, 1961 

FresidenVs Fourth Faculty Conference, Robert M^on Park, March 10-12, 1961 
Accomplishing Our Educational Aims in the Sixties 


The President's Fourth Faculty Conference is now in 
session. This series of conferences was initiated by Presi- 
dent Henry in 1958 and has considered in chronological 
order, the following themes: 

"State Planning for Higher Education and Future 

"The Intellectual Climate of the University" 

"The Undergraduate Student in the University" 

The Steering Committee for this 1961 Conference, 
appointed by President Henry, views the Conference as 
having at least four purposes : 

1 . To develop an awareness of the educational policy 
problems of the University. 

2. To marshal facts and information for study on 
these University problems. 

3. To afford opportunity for the faculty to express 
opinions to the President and in turn for the President 
to give his views to the faculty, and hence improve 

4. To provide an unimpeded discussion time without 
the interruption of phones, conferences, committees, and 
budget problems. 

The tasks of the Steering Committee have been to 
select the theme of this Conference; to designate, within 
broad limits, the subjects to be discussed; to recommend 
to the President staff members for appointment to the 
two study committees and to the Resolutions Committee ; 
and, finally, to suggest a list of invitees. 
\ Participants at this Conference, as is customary, are 
drawn from the three campuses of the University on an 
^equitable basis. We have tried to cover all the educa- 
jtional disciplines and we have selected from all profes- 
isorial ranks and from the administration. Nominations 
[were made by the Steering Committee and selections as 
[well as additions made by the President. 

With reference to the general topic for this after- 
moon's program your Steering Committee felt that after 

three Faculty Conferences it was time to initiate and 
develop some thought on the "Aims of Education." 
Obviously, the other conferences have included philo- 
sophical interpretations of such aims. We felt, however, 
that it was time to discuss both the general aims of edu- 
cation and possibly the specific aims of the University of 
Illinois in higher education. Perhaps our University has 
a particular purpose or a genius of its own. 

For the second half of the program, tomorrow, we 
have selected the title "The Teacher and the Teaching 
Function." All of us are cognizant of the fact that enroll- 
ments are growing faster than the supply of well- 
qualified teachers. If there is any criticism of the Uni- 
versity that causes pain it is the criticism of inferior 
teaching; hence, the discussions having to do with a 
variety of means of handling large numbers without a 
loss in quality of instruction. 

You will undoubtedly hear the subject of teaching 
discussed all the way from the individual instruction of 
correspondence courses and tutorial study to mass in- 
struction means via television and the teaching machine. 
We have one marked innovation in the Conference this 
year. You will see demonstrations of the latter two 
teaching techniques. This part of the program is sched- 
uled for Saturday at 10:30 a.m. and I feel certain that 
it will be one of the highlights of the meeting. 

This evening we shall depart only slightly from our 
two principal themes to hear an address from Dr. Rich- 
ard G. Browne, Executive Officer of the Teachers Col- 
lege Board. He will speak on the topic "The State 
System of Higher Education." The timeliness of this 
subject is obvious. 

Following Dr. Browne, Professor Gerald M. Almy 
will present "The University Future Programs Commit- 
tee Takes a New Look at Their First Report." The first 
report was given by Professor Almy at the first Con- 
ference in 1958. 

Saturday evening we shall enjoy one of the finest 
parts of the program when President Henry welcomes 

questions from the participants on University policies. 
This has been a no-holds-barred, Face the Press. 

On Sunday morning we meet in final session to con- 
sider and adopt resolutions expressing the views of the 
Conference on the problems discussed. Professor Paul R. 
Shaffer is chairman of this committee which meets until 
the wee hours Sunday morning in preparation for the 

If this Conference has already stimulated you to 
read in the areas of educational aims and teaching meth- 
ods and caused you to ponder both, as it has me, it has 
already served well. If you have not yet completed your 
reading assignments do so in the rare relaxation hours 
provided here. 

The Conference will not have been complete if the 
ideas and the discussions originating here stop at the 
boundaries of the Robert Allerton estate. The purpose 
of the Conference is to serve as a ferment across the 
campus. Agreement there may never be, but construc- 
tive thoughts there will be in plenteous supply. 

May I again repeat what has been said in relation 
to the three previous Conferences. We are not met as a 
legislative group — nor is this Conference an action com- 
mittee. There are no binding commitments which can 
come out of this Conference since we are not one of the 
regularly constituted faculty governing bodies of the 
University. Notwithstanding, the work we do and 
the conclusions at which we arrive are not without their 

The Conference is no place for the individual con- 
feree to harbor great thoughts in his bosom. Please 
share them with us. Quoting from the poet rather lib- 
erally, "Let us have no desert flowers blooming alone, 

This Conference is deeply indebted to the many staff 
members who have served so diligently on these com- 
mittees and the accomplishments of the Conference will 
in no small measure reflect the talent and effort ex- 
pended. I would now like to introduce the various Con- 
ference committees: 


Steering Committee: Karl E. Gardner, Chairman; John 
W. Briscoe, Nicholas J. Cotsonas, Jr., Bernard J. 
Diggs, Halbert E. Gulley, Arthur D. Pickett, Joe 
C. Sutton, Arthur R. Wyatt, Royden Dangerfield, 
Liaison, George H. Bargh, Secretary. 

Aims of Education Study Committee: George E. Miller, 
Chairman; Norton M. Bedford, Harry S. Broudy, 
Louis Chandler, Edward H. Davidson, David Gott- 
lieb, George G. Jackson, Ross J. Martin. 

The Teacher and the Teaching Function Study Com- 
mittee: Carl S. Vestling, Chairman; Thomas N. 

Ewing, Marvin T. Herrick, Willard O. Nelson, John 
T. Newell II, Donald W. Paden, James G. Plagge, 
Max E. Rafelson, Jr., James R. Shipley, James E. 
Stallmeyer, Henri Stegemeier, Martin Wagner. 
Resolutions Committee: Paul R. Shaffer, Chairman; 
Nicholas J. Cotsonas, Jr., Irwin K. Feinstein, George 
T. Frampton, Ross J. Martin, Merle M. Ohlsen, 
Royden Dangerfield, Secretary. 



12 Noon 

1:30- 4:30p.m. 
6:00 p.m. 
7:30- 8:00p.m. 

8:00- 8:30p.m. 
8:30- 9:00p.m. 

9:00 p.m. 


7 : 30- 8:15 a.m. — Breakfast 


Discussion : Aims of Education. 


The Future of the State System of 
Higher Education in Illinois — Dr. 
Richard G. Browne, Executive Offi- 
cer, Teachers College Board. 
Discussion. , 

The University Future Programs ; 
Committee Takes a New Look at 
Their First Report — Professor 
G. M. Almy. 

12 Noon 

1:30- 4:30 p.m. 

6:00 p.m. 
7:30- 8:30p.m. 


7:30- 8:15a.m. 
8: 30-11 :30 a.m. 
12 Noon 

Discussion: The Teacher and the 
Teaching Function. 

Film clips of television courses taught^ 
at the University, introduced by 
Charles J. Mclntyre, Coordinator of 
Instructional Television. 
Video presentation on teaching de- 
vices, Lawrence M. Stolurow, Profes-; 
sor of Psychology. 

Demonstration of PLATO, a nev*;; 
automatic teaching device using Illiac/ 
Doncdd L. Bitzer, Research Assistantj 
Professor, Coordinated Science Labj, 
oratory, Peter G. Braunfeld, Researcfi 
Associate, Coordinated Science Lab,' 


- Discussion : The Teacher and thf 
Teaching Function. 

■ Dinner. 

- President's Hour. 

Closing Luncheon. 

Report of the Conference 

At the close of the President's Fourth Faculty Con- 
ference, agreement was reached on the following points. 
It should not be assumed, however, that every partici- 
pant subscribed to every detail of every statement. 

1. The President's Faculty Conference is a significar 
effort to promote better communication between th 
President and the faculties of the University an 
among members of the various faculties. We strong, 
urge its continuation. ; 

2. It was tlir view of llic C'oiilVirncr that among the 
aims of education it is important that the student: 

a. Acquire a body of facts and skills for the purpose 
of satisfying a cmiosity inborn or aroused by a 
companion, a jiarent, or a teacher. 

b. Develop the mind and the body with a discipline 
that comes from within; develop behavior that is 
in keeping with personal needs as well as those 
of a free society; develop competence in acquir- 
ing, testing, and expressing ideas. 

c. Contribute — often creatively — knowledge, serv- 
ices, or leadership. 

d. Preserve ". . . former experience and under- 
standing, which may so accumulate years to us 
as if we had lived even from the beginning of 

e. Interpret the past for purposes of the present, the 
present for purposes of the future, and separate 
the worthy from the worthless in each. 

f. Control more completely one's own destiny, and 
those elements which restrict and oppress either 
physically or spiritually the life of the individual 
or his society. 

3. A significant purpose of education in assisting the 
student to achieve the aims previously listed, is the 
stimulation and encouragement of his intellectual 
and cultural development. This is the teaching func- 
tion. Notwithstanding this purpose undue attention is 
often given to the informational aspects of teaching. 

4. We endorse efforts to evaluate the work of students 
in terms of the above aims of education and believe 
that evaluation should not be based solely upon the 
recall of information. 

j 5. Since the .University is committed to improving the 
quality of teaching it should more uniformly apply 
the promotion policy which gives adequate recogni- 
tion to superior teachers. Consideration should also 
be given to the establishment of University awards 
for distinguished teachers. 
6. We endorse and recommend the extension of pro- 
grams of study which emphasize the independent 
efforts of the individual student. 

Conference Participants 


perald M. Almy 

! Physics 

Harlan D. Bareither 
Director, Central Office 
on the Use of Space 
Professor, Mechanical 

jeorge H. Bargh 

Administrative Assistant 
President's Office 

Virginia Bartow 
Associate Professor 

James W. Bayne 
Associate Professor 
Mechanical Engineering 

Norton M. Bedford 


John Fred Bell 

7. We endorse the acceleration of research and experi- 
mentation in teaching methods and the utilization 
wherever appropriate of new devices, including in- 
structional television, teaching machines (self- 
learning devices), and other teaching aids. We hope 
and expect their use will improve instruction, help 
meet some of the problems of increased enrollment, 
and make available more faculty time for improve- 
ment of teaching. 

8. We endorse other methods of meeting enrollment 
problems. There should be further investigation of: 

a. Consolidation of courses and of subject matter in 
established courses. 

b. Reduction of faculty time spent in committee. 

c. Selective admission of students. 

d. Changes in the scheduling of classes. 

9. Looking to the future, we realize that it will be 
necessary for the University to accomplish more 
with its current rate of appropriations. We believe 
that the people of Illinois must be made aware that 
the explosive surge in enrollments will require addi- 
tional appropriations commensurate with the in- 
creased number of students in public institutions of 
higher education. Responsibility for informing the 
people concerning the additional needs of the State 
must be accepted by every member of the University 

10. The Conference expresses concern for the cultural 
development of the students. On all of the Univer- 
sity campuses additional facilities should be con- 
structed to promote such development. Specifically, 
we recommend that on the Urbana-Champaign 
campus further emphasis be given to the construc- 
tion of additional auditorium and similar cultural 

11. The Conference expresses its appreciation to the 
President for the opportunity for the full exchange 
of views. It also commends the Steering Committee 
and the Study Committees for the excellent planning 
for the Conference as well as for the stimulating 

Bennett M. Berger 
Assistant Professor 

Lindsay M. Black 
Botany and Plant Pathology 

John W. Briscoe 
Civil Engineering 

Harry S. Broudy 

Eugene Chesson, Jr. 
Assistant Professor 
Civil Engineering 
John B. Claar 

Associate Director, Exten- 
sion Service in Agricul- 
ture and Home Economics 

Ralph L. Cook 
Ceramic Engineering 

Robert N. Corley 
Assistant Professor 
Business Law 

Robert N. Crane 

Associate Dean of Men 

Royden Dangerfield 
Associate Provost and 
Dean of Administration 

Edward H. Davidson 


Walter H. Draper 
Assistant Professor 
Verbal Communication 

Floyd Dunn 

Assistant Professor 
Electrical Engineering 

Thomas N. Ewing 

Aurelio E. Florio 
Safety Education 

George T. Frampton 

Karl E. Gardner 

Professor and Associate Dean 
College of Agriculture 

Harold Goldstein 
Associate Professor 
Library Science 

David Gottlieb 
Plant Pathology 

Halbert E. Gulley 

Brian Hackett 
Visiting Professor 
Landscape Architecture 

Henry S. Harris 
Assistant Professor 

Kenneth B. Henderson 


David D. Henry 

Thomas A. Hieronymus 
Agricultural Marketing 

Richard L. Hildwein 
Assistant Professor 

Richard M. Hill 
Associate Professor 

Franz E. Hohn 
Associate Professor 

Boyd B. Jackson 

Assistant Professor 
Student Counseling Service 

Anthony J. Janata 

Executive Assistant to the 

Secretary, Board of Trustees 

Robert W. Janes 
Associate Professor 

Granville S. Keith 

Roger P. Link 

Veterinary Physiology and 

Ross J. Martin 
Mechanical Engineering 

Max R. Matteson 
Associate Professor 

Charles J. Mclntyre 
Instructional TV 

JoDean Morrow 
Associate Professor 
Theoretical and Applied 

James E. Moyer 
Associate Professor 

Francis W. Nachtmann 
Assistant Professor 

Andrew V. Nalbandov 
Animal Physiology 

Willard O. Nelson 

Merle M. Ohlsen 
David R. Opperman 

Assistant Professor, General 
Engineering and Assistant 
College of Engineering 

Donald W. Paden 

Eunice C. Parker 
Research Associate 
President's QfRce 

Jack W. Peltason 

Dean, College of Liberal 
Arts and Sciences 
J. William Peters 



Kenneth R. Peterson 
Assistant Professor 
Wood Technology and 

Angelina R. Pietrangeli 
Associate Professor 
French, Spanish and Italian 

Carita Robertson 
Associate Professor 
Physical Education for 

Stanley C. Robinson 

Dean, Division of University 

Joseph A. Russell 

George F. Schrader 
Assistant Professor 
Industrial Engineering 

Paul R. Shaffer 

James R. Shipley 

Donald H. Skadden 
Associate Professor 

James H. Smith 
Associate Professor 

Henri Stegemeier 

Ivan D. Steiner 
Associate Professor 

Lawrence M. Stolurow 

Joe C. Sutton 
Associate Professor 

Max E. Van Valkenburg 


Electrical Engineering 
Carl S. Vestling 



Martin Wagner 

Professor and Director of 
Institute of Labor and 
Industrial Relations 

J. Arthur Weber 
Associate Professor 
Agricultural Engineering 

Lucien W. White 
Library Science 

Arthur R. Wyatt 
Associate Professor 

Ludwig E. Zimer 


Louis Chandler 
Associate Professor 

Irwin K. Feinstein 
Associate Professor 

Samuel Fox 

Gordon L. Goodman 
Assistant Professor 

Bernard R. Kogan 
Associate Professor 

Kenneth M. Madison 
Associate Professor 
Biological Sciences 

Don A. Masterton 
Assistant Professor 

Hans J. Mueller 
Assistant Professor 

John T. Newell II 
Assistant Professor 
Biological Sciences 

Norman A. Parker 

Vice President 
Arthur D. Pickett 
Associate Dean of 

Professor of Biological 

Walter G. Versen 
Assistant Professor 
Physical Education 


Joseph S. Begando 

Vice President in Charge 
Martin I. Blake 

Associate Professor 


Rachel Bliss 

Assistant Professor 

Nicholas J. Cotsonas, Jr. 
Associate Professor 

Frank A. Crane 
Assistant Professor 

George G. Jackson 

William F. T. Kellow 
Associate Professor 

John G. Loesch 
Assistant Professor 

George E. Miller 
Associate Professor 

James C. Plagge 

Max E. Rafelson, Jr. 
Associate Professor 
Biological Chemistry 

William V. Whitehorn 

Seymour H. Yale 

Oral & Maxillofacial 


M CcjiC 



NOV 21 1961 
Educational Programs in University Residence iMS^ 


No. 19, April 17, 1961 

From the President's Third Faculty Conference at 
Allerton House in March, 1960, came a statement in 
reference to the expansion of residence hall educational 
and cultural programs at the University of Illinois. The 
statement read as follows : 

"The Conference recommends that the University 
consider supplementing existing housing by providing 
decentralized facilities on the Urbana campus by pro- 
viding libraries, study lounges, and space for cultural 
programs within housing units. For example, we favor: 

"(a) providing residence halls of a type which will 
promote small group organization. 

"(b) providing libraries and study lounges in resi- 
dence halls. The University should seek appropriated 
funds for this purpose. In order to develop the creative 
and intellectual capacities of undergraduates and to pro- 
mote interest in cultural and intellectual campus events, 
students should be encouraged to develop appropriate 
cultural programs within housing units." 

This recommendation is supported completely by 
student affairs officers who believe that residential pro- 
grams must reflect specific aims of the University and of 
higher education; otherwise, residential units offer only 
board and room accommodations to students. Residen- 
tial programming is premised on assumptions like these : 

1. That all parts of the University are related to and 
should contribute to one primary goal — learning. 

2. That residence halls owned and operated by the 
University have a unique role in enhancing this goal. 
! Programs with educational and cultural as well as social 
[and recreational emphases are needed. 

3. That in residential units all phases of university 
life converge, thereby requiring staff and student leaders 

who are well informed and well trained in order to 
contribute maximally to student development. 

For a number of years educational and cultural pro- 
grams have been offered in the University of Illinois 
residence halls. Such programs have included faculty 
dinner guest programs, guest speakers, educational films, 
and music hours. Eunice Dowse, Assistant Dean of 
Women in charge of women's halls, and Calvin Sifferd, 
Assistant Dean of Students in charge of men's halls, 
report that new programs have recently been added on 
an experimental basis and that the students' enthusiasm 
for these programs has been encouraging. Some of these 
experimental programs are described below: 

1 . Language Tables — Spanish, French, and German 
tables were begun the first semester, 1 960-6 L An Italian 
table was added during the semester as was an occasional 
Russian table. Guest meals have been provided for 
language instructors and additional faculty guests. 

2. Undergraduate Library — Bookshelves were in- 
stalled in the south dining room of the Lincoln Avenue 
Residence. The University Library provided approxi- 
mately 1,000 basic reference books so that this area could 
be used for an undergraduate reading library. Student 
librarians are employed from 7 : 30 to 11 : 30 p.m., Sun- 
day through Friday when the library is open and avail- 
able to residents. A larger undergraduate reference 
library is planned for one of the unfinished basement 
areas of the new Peabody Drive Residence Halls for 
men. This library will be available to all residents of the 
area during most daytime hours as well as late into the 

3. Cooperative Art Exhibits — A program is being 
developed by men's and women's residence halls and the 
mini Union for the exhibition of art works in the halls. 

Art exhibits this year will be on loan from the Art De- 
partment or from works presented by students living in 
the halls. The Allen Hall residents commissioned Pro- 
fessor Marvin Martin of the Art Department to do a 
welded steel sculpture for the lobby of the hall. 

4. Educational Television — Professor Charles C. 
Mclntyre and the residence halls staff" have been study- 
ing the possibility of further utilizing educational televi- 
sion services in residence halls. Television classes in 
Sociology are now offered in several halls. Hours from 
8:00 a.m. to 4:00 p.m., Mondays through Fridays are 
best for educational television in residence halls since 
lounge and recreation areas, where the classes are held, 
need to be available to all residents at times other than 

5. Faculty Guest Programs and Scholarship Empha- 
sis — Faculty forums have been instituted in several 
residence halls. Tutoring services and scholarship rec- 
ognition also have been included in the residence hall 
programs. Two recent projects have been a Model 
United Nations Organization and the publication of 
Insight, a literary magazine. 

Much more imagination and creativity are needed in 
order to project programs. Limitations of staff, finances, 

and facilities are real, yet there are opportunities for 
improvement in the near future. 

Residence Hall objectives coincide with University 
educational objectives. There must be continual under- 
standing on the campus that intellectual pursuits can be 
infused in student living units. The following objectives 
must be referred to, then weighed and balanced with 
regard to their emphasis in the total residence hall 
program : 

( 1 ) intellectual and academic development 

(2) personal and social development 

(3) cultural and aesthetic development 

(4) orientation to group processes and memberships 

(5) personal recreation and relaxation. 

More and more evidence points to the fact that liv- 
ing units are ideal places for increasing the educational 
dialogue, for relating and integrating knowledge and 
materials of the classroom, and for supporting the main 
endeavor of higher education — learning. 

It is heartening to have expressed faculty interest in 
residence hall programs. It takes all members of the 
University working together to have a purposeful resi- 
dential climate on a large university campus. 

Pre-College Counseling Pamphlet 

On January 23, 1961 the Illinois Joint Council on 
Higher Education approved the preparation and the 
general outline of a pre-college counseling pamphlet for 
the six public universities. Pertinent portions of the rec- 
ommendation of the Joint Council Committee on Pre- 
college Counseling, as approved by the Joint Council, 
are presented below: 

"1. That the pamphlet referred to ... be prepared 
In terms of the specifications outlined below. 

a. It should be written primarily for high school 
principals and counselors but also in such a way that it 
would be of value to other members of the faculties of 
secondary schools, secondary school students, and par- 

b. The contents should include : 

Part I. General information concerning the six univer- 

1. The purposes of the pamphlet 

2. The decision to attend college 

3. Rewards of college attendance, with special atten- 
tion focused on encouraging an increased per-, 
centage of the able high school graduates to attend 

4. Selection of a college to attend and curriculum to 

5. General admission requirements and costs of at- 

6. Procedures in filing applications for admission 

Part II. Specific information concerning each of the 
six universities 

7. Major purposes 

8. Curricular oflFerings 

9. Special educational opportunities 

10. Detailed admission requirements 

11. Financial aids available 

12. Housing." 

Advertising Council to Continue Campaign 

Extract from Volume X, Number 7, of the Bulletin, 
) "Higher Education and National Affairs," issued by the 
American Council on Education, March 6, 1961. 

"Sharing the concern of many college and university 
presidents about the burgeoning army of young Ameri- 
cans marching towards higher education, the Adver- 
I tising Council has voted to extend its Aid to Higher 
Education campaign for another two years. This public 
service project already has run three years, on behalf of 
the Council for Financial Aid to Education, with exten- 
sive cooperation and participation by users of advertis- 
' ing, newspapers, magazines, broadcasters and the trans- 
portation advertising industry. 

"Purpose of the campaign has been to develop a 
wider public awareness of the possible danger of thou- 

sands of well-qualified high school graduates being 
squeezed out of higher-learning institutions too crowded 
to accommodate them. The campaign also concerns 
itself with the economic status of college teachers . . . 
many of whom have been lured away from colleges to 
occupations paying higher salaries. 

" 'Support the college or university of your choice' 
is the theme most widely used in the campaign since it 
started in 1957. During the past three years gifts and 
grants from all sources to higher education have in- 
creased 22 per cent, according to the Council for Aid to 
Higher Education. (In this calculation the CFAE has 
not counted the $199,522,000 of special grants by the 
Ford Foundation in 1956-57.)" 

\ Joint Committee for Coordination of Off-Campus Courses 

Pursuant to discussions held by the Illinois Joint 
Council on Higher Education, the deans and' directors 
[of general extension of the six state supported institutions 
lof higher education held an organizational meeting 
[January 16, 1961, to develop further a cooperative 
state- wide extension program. The Committee pre- 
jSented a progress report to the Joint Council at its meet- 
jing January 23, 1961. Portions of the progress report 
las approved by the Joint Council are presented below: 
"The Committee first reviewed its assignment as 
Recorded in the minutes of the Joint Council. Accord- 
ing to the October 3rd minutes, President Henry stated 
that he felt the presidents were obligated to create some 
machinery to act for them in response to the resolution 
of the Commission of Higher Education. This resolu- 
tion, as stated in the minutes, is as follows: 

The Commission recommends that the six state univer- 
sities in Illinois proceed immediately to develop a plan for 
the coordination of general extension and adult education and 
bther off-campus and non-credit activities of these institutions. 
I It recommends that these institutions critically examine 
;he cost of these programs in an effort to insure that they are 
)perated at the most economic and efficient level possible. 

It recommends that they critically examine the content 
)f these programs to insure that they are reasonable and 
oroper parts of a collegiate program. 

It requests that the universities report to the Commission 
lot later than January 1, 1961, the steps they have taken to 
mplement the above recommendations. 

"President Henry indicated further that he felt the 
Joint Council should create a committee to seek clarifi- 
cation from the Commission and to work out a plan for 
achieving the goal. President Bone then referred to the 
memorandum prepared by the deans and directors of 
extension and submitted to the presidents of the six uni- 
versities under date of September 27, 1960. 

"Quoting from the minutes, the following action was 
taken : 

President Henry proposed the creation of a committee to 
be composed of deans and directors of extension, or persons 
responsible for off-campus credit courses, to work for im- 
proved planning and coordination of extension activities. He 
indicated that since these officers had started to work to- 
gether, they were the proper representatives to work on the 

The Committee would have the task of implementing the 
program suggested by the Deans and Directors of University 
Extension services as follows: 

1. A University Extension Committee of the Deans and 
Directors of General Extension created and empowered 
by the Council to develop further a cooperative State- 
wide extension program consisting initially of credit 
courses. This committee will: 

a. Appoint its own chairman and organize as seems ap- 
propriate for the task ahead. 

b. Plan and conduct regularly scheduled meetings. 

c. Explore ways and means of coordinating certain phases 
of the credit extension class program among the six 

d. Examine and pursue ways of providing leadership for 
adult education on a State-wide basis through credit 
extension courses. 

e. Compare schedules far enough in advance to avoid 

f. Objectively examine the nature of the content of courses 
to determine equivalence or standardization for inclu- 
sions in programs of joint offerings. 

g. Study costs of present programs in an attempt to achieve 
maximum economy on a State-wide basis. 

2. Ad hoc advisory committees in specific program areas to 
be appointed by the appropriate administrative offices at 
the request of the Extension Deans and Directors. 

3. Financing, fees, staff, and other subjects or problems will 
be studied by the Executive Committee and handled under 
existing administrative framework in the best interests of 
the State-wide program. 

4. Annually, the committee, through its chairman, will pre- 
sent to the Council a report of progress and problems for 

5. It is the opinion of this group that the primary prerequi- 

site for accomplishment in this cooperative endeavor is 
active support of the top administration in each university. 
President Henry indicated that he would ask the Com- 
mittee on State-wide Extension Service to take a look at 
everything not included in the above to see if there were 
further steps which should be taken. 

"After an extended review of this assignment, the 
Committee made some agreements concerning its own 
permanent organization. 

"The official name of the Committee is: University 
Extension Committee of the Six State Supported Insti- 
tutions of Higher Education. 

"Each school is to have one official member. At the 
present time, these are : Francis R. Brown, Illinois State 
Normal University; J. E. Clettenberg, Northern Illinois 
University; Raymond H. Dey, Southern Illinois Univer- 
sity; Allan Lafiin, Western Illinois University; Stanley 
C. Robinson, University of Illinois; and Martin Schaefer, 
Eastern Illinois University." 

M ^<^ 




No. 20, June 6, 1961 

'^ J- I 

\President Comments on University's Gr 

and Research Program 


While the University has made plans and organized 
resources for the increasing undergraduate enrolment, 
both in Chicago and at Urbana-Champaign, compa- 
rable efforts have been made to strengthen graduate 
work and to advance research. t 

An index to the University's achievements on this 
front is the fact that more people are engaged in re- 
search at the University of Illinois (over 700 on a 
full-time equivalent basis) than comprise the total aca- 
demic staffs of a number of major universities in the 
country. This group is largely supported by funds from 
contracts, grants and gifts, an amount now approxi- 
mating $13,400,000 per year. This support has nearly 
[doubled over the last five years, growing from $7,500,000 
[in 1955-56. 

Another index is the growth in the enrolment of the 
Graduate College. In 1955 the number was 5,104, in 
|'1960, 6,780. As a part of this development, the number 
bf visiting scholars has tripled (46 in 1960-61). The 
(number of fellowships from all sources in the last five 
/ears has increased from 199 to 619. 
I In the same period, 12 facilities which have major 
jiignificance for the research work of the University have 
peen built or are in the process of construction. Again, 
Ififts and grants from the Federal government have been 
I large resource in this development. 

Other factors which have had a bearing on the 
nlargement and enhancement of the research record 
Kre the strengthening of the University Press, the steady 
rrowth of the Library, the appointment of additional 
jlistinguished members of the faculty and the authoriza- 
jion of a number of new programs of major significance, 
Including Nuclear Engineering and Russian Area 
The Center for Advanced Study may be viewed as 

a symbol of the University's effort to strengthen and to 
broaden its research activity. 

The Center was created to provide a flexible means 
for encouraging and recognizing the highest goals of 
scholarship, teaching and academic research. The 
Center supports scholarly excellence and potential 
achievement over and beyond departmental channels. 
It does not promote any particular line of research — 
new or old, but it does provide a means for initiating 
scholarly work in a new field at a higher level of support 
than might otherwise be possible. Enlarging the re- 
sources for the expansion of the Center, both by gifts 
and in the regular budget, is a continuing objective. 

We take satisfaction in the record of progress high- 
lighted by the indices here mentioned. At the same 
time, we must recognize that the desired increased sup- 
port is dependent upon improved public understanding 
of the over-all mission of the University and the place 
of graduate education and research in that mission. 
Appreciation of the relationship of the research func- 
tion to the public welfare and the advancement of 
civilization itself is not as widespread as the desire for 
educational opportunity for the individual. The unful- 
filled idea is not measured. The restricted alternative is 
not as keenly felt. 

Today fewer than 100 institutions in the United 
States have comprehensive programs in basic research. 
About 97 per cent of all research (dollar-wise) in the 
colleges and universities is done in 173 of the larger 
institutions. Over one-half of the Ph.D.'s of the nation 
are produced in the 93 land-grant colleges and state 

Higher education must expand in an expanding 
America, and it must expand in all of its aspects — not 
just in enrolments. 

We must keep open the college door, but we must 

also maintain the outgo of ideas from laboratory to field 
and probe the unknown in the never ending search for 
new knowledge. 

The interpretation of this point is the responsibility j 
of all teachers and workers, and of all citizen leaders 
who are concerned with the nation's progress. 

Pre-registration Orientation Program for Incoming Freshmen, 
Urhana, Fall, 1961 

The following is the text of a proposal dated March 
9 which has been approved by Vice-President and 
Provost Lyle H. Lanier. 

One of the major problems facing the incoming first 
semester freshman is his inability to adjust his attitude 
and thinking to the plane demanded by the University 
curriculum in time to fulfill his potential during his 
first semester of work. This proposal is designed to aid 
the student in anticipating and shortening this adjust- 
ment period. 

Members of the staff of the Deans of Men and 
Women in cooperation with the Chairman of Freshman 
Rhetoric propose that the program outlined below be 
approved for the fall semester of 1961. This proposal 
has been informally discussed with representatives of the 
various college offices and has received enthusiastic 


1. The Deans of Men and Women will include in their 
letter to all entering freshmen a paragraph advising 
them that they will be expected to have read one ( 1 ) 
book from each category designated. 

(a) All books are available in local public libraries, 
school libraries, or in paperback editions. 

(b) The books listed are divided into two (2) cate- 

(1) The first category concerns itself with re- 
quirements of higher education. 

(2) The second category is concerned with a 
sampling of national problems that are in- 
tended to stimulate individual thought and 
produce a variety of viewpoints. 

(c) The books selected have been discussed with the 
Rhetoric Department and all other departments 
directly concerned. 

( 1 ) Additional comments and recommendations 
have been received from the college offices. 

(2) The College of Liberal Arts and Sciences is 
in complete accord with the proposal. 

( 3 ) The number of books listed has been limited 
for the reasons listed below. 

2. The freshman class will be informed by the letter 
from the Deans of Men and Women that the books 
listed are to form the basis for: 

(a) The Student-Faculty Forum during New Stu- 
dent Week. 

(b) The Rhetoric Qualifying Theme required dur- 
ing the first two class periods of that course. 


Category No. 1 

Education and Freedom, Rickover, H. G., (Dutton) 
This book was selected because of the ready identity 
of the author and the controversial nature of his 

Idea of a University, Newman, Cardinal, (Rinehart) 
This book was selected for its clarity, appropriate 
form and historical impact. 

Liberal Education, VanDoren, Mark, (Beacon Press) 
This book presents the background and meaning of 
a liberal education as seen through the eyes of a 
recognized contemporary author. 

Education in the Age of Science, Whitehead, A. N., 
(Basic Books) This book presents a broad picture 
of the role of science in education and was particu- ' 
larly recommended by the College of Agriculture 
and seconded by the College of Engineering. 

The Adventure of Learning in College, Garrison, R. H.,;; 
(Harper and Bros.) A cogent statement on the,! 
college experience for a student approaching univer-. 
sity work. 

Colleges for Our Land and Time, Eddy, Edward D., Jr.,' 
(Harper and Bros.) A historical and descriptive; 
analysis of a subject matter particularly related to 
the University of Illinois. ; 

Cotegoty No. 2 

Out of My Life and Thoughts, Schweitzer, Albert, 
(Holt) This is a personal, philosophical treatise 
that will challenge a majority of the readers. 

The Status Seekers, Packard, Vance, (McKay) A cri- 
tique on the current values of our society. 

The Ugly American, Lederer and Burdick, (Norton) 
A controversial presentation of the American image 

Goals for Americans, U. S. President's Commission or 
National Goals, (Prentice-Hall) The report of the 
President's commission on national goals and chap- 
ters submitted for the consideration of the commis 
sion. This reading is presented as one idea on th( 
purpose and direction of the future. 

The Organization Man, Whyte, W. H., Jr., (Simon 
and Shuster) A view of man in a dynamic society. 

Profiles in Courage, Kennedy, John F., (Harper and 
Bros.) A collection of biographical sketches of 
worthy men. 

If this proposal meets with your approval, we will 
move forward to inform the three concerned areas of 
the new program, i.e., the University staff, the high 

schools and public libraries of the state, and the incom- 
ing freshman class. 

Respectfully submitted, 

Carl W. Knox, Dean of Men 

Miriam A. Shelden, Dean of Women 

Harris W. Wilson, 

Chairman of Freshman Rhetoric 

Legislative Report 

A selected list of bills pending in the present session 
of the General Assembly which are of significance to the 
University. Further information on specific bills may be 
obtained from Mr. George H. Bargh, co-editor of the 
Faculty Letter, University Extension 125. 

SB 64 - FOX et al. - Establishes an Illinois Higher 
Education Assistance Corporation to lend 
money to residents of Illinois planning to 
attend college in this or another state. Sets 
limit of $1,000 per year, with total not to 
exceed $5,000. ♦ 

SB 213 -SWEENEY et al. - Amends governmental 
employees retirement act to provide alterna- 
tive formula to be used in determining retire- 
ment annuity. 

SB 247 -BIDWELL et al. - Appropriates $173,000 
for expenses in connection with operation of 
Institute of Tuberculosis Research. 

SB 250 - DRACH & O'BRIEN - Requires payment of 
prevailing hourly wage rates on all public 
works projects in the state. Requires semi- 
annual review of rates. 

342-7 - O'BRIEN & PETERS - Creates Illinois 
Building Authority. 

359 - PETERS - Appropriates $100,000 to the 
Board of Trustees of the University of Illi- 

t nois to meet expenses of Police Training 

Institute. The University would determine 
qualifications of applicants. The Department 

j of Registration & Education also would 

t register. 

SB 368 -GROEN- Amends University of Illinois Re- 
j tirement Act in relation to investment of its 


I SB 380 - O'BRIEN et al. - Creates Capital Budget 
Planning Board consisting of Director of De- 
partments of Finance, Public Welfare, Public 
Works and Buildings, a member of Higher 
Education Planning Board and five persons 
named by the Governor to make a continu- 
ing study of the building needs of the State 


and develop short and long-range plans for 
construction and financing. 

SB 616 -KORSHAK et al. - Creates sponsoring com- 
mittee for legislative staff internships. 

SB 766 - O'BRIEN et al. - Creates a Board of Higher 
Education of 15 members — 8 appointed by 
Governor; chairmen of boards of University 
of Illinois, Southern Illinois, and Teachers 
College Board; one member of each of fore- 
going boards and Superintendent of Public 
Instruction. Governor to name chairman. 
Same as HB 1591. 

SJR 10 -KORSHAK - Authorizes the Senate and 
House to sponsor in Illinois a legislative staff 
internship program in connection with the 
Ford Foundation and the universities of the 
State. The University of Illinois has been 
designated to administer the grant of funds 
and the universities of Chicago, Northwest- 
em and Southern Illinois have agreed to 

HB 125 -RANDOLPH et al. - Creates Board of 
Higher Education of 1 1 persons to be named 
by Governor to control University of Illinois, 
Southern Illinois University and State Teach- 
ers Colleges. Appropriates $320,000. 

HB 178 -ROMANO et al. - Requires retirement by 
participants in University of Illinois retire- 
ment system at age 70 (now 68) . 

HB 230 - HARRIS - Appropriates $6,321,158 for ad- 
ministration of National Defense Education 
Act of 1958. 

HB 240 -KINNALLY - Prohibits unfair educational 
practices as defined in the act and creates 
the Office of Administrator, Fair Educational 
Practices. Provides for procedure for en- 
forcement of provisions of the act. 

HB 477 - SIMON et al. - Requires that all meetings 
of public committees be open to the public. 

HB 490 - PFEFFER et al. - Extends the Unemploy- 
ment Compensation Act to cover employees 
at State universities. 

HB 501 

HB 521 - 

HB 529 - 

HB 639 - 

HB 646 

HB 914 

HB 1212- 

HB 1240 

HB 1242- 

HB 1297- 

HB 1300 

MIKVA et al. - Establishes a system for 
contributoiy group hospitalization, medical 
and surgical insurance for state employees 
whose compensation is derived solely from 
federal funds. Provides for State Employees' 
Group Insurance Commission to administer 
the act. Appropriates $25,000. 
JANCZAK et al. - Provides for collection 
of sales tax on sales to State and other gov- 
ernmental bodies. 

SCARIANO et al. - Provides that State em- 
ployees may authorize withholding from 
their salaries sums for the purchase of savings 
bonds, payment to credit unions, payment for 
group insurance premiums and payment to 
labor organizations. 

JANCZAK et al. - Provides that use tax 
shall be collected on sales to the State of 
Illinois and other public bodies. 
PFEFFER - Amends the University of Illi- 
nois Retirement Act to include em.ployees of 
the Athletic Association affiliated with the 

ROMANO et al. - Provides for mandatory 
retirement of University of Illinois employees 
at age 70, except in unusual instances in 
which case retirement may be deferred for a 
period of not to exceed one year at any one 

ECONOMY - Repeals sections 30-9 through 
30-12 of the School Code providing for 
scholarships to be awarded by members of 
the General Assembly. Effective February 
12, 1962. 

WILLIAMS et al. - Amends the State 
Purchasing Act to provide that contracts for 
the purchase of commodities, equipment and 
materials for permanent improvements shall 
be let to Illinois residents if the bid price is 
not more than 10 per cent greater than the 
bid prices of non-residents. 
JACK WALKER et a/. - Appropriates $10,- 
000 to be distributed to junior college 
school districts to be used for building pur- 
poses. Requires districts making application 
for such funds to pay at least one half of 
building costs. 

CHOATE et al. - Appropriates $98,500,000 
for permanent improvements at the Univer- 
sity of Illinois. 

PFEFFER - Amends Sections 9 and 14 of 
the Finance Act. Provides that a warrant for 
personal services shall not cover vacation 

time, sick leave, etc. unless voucher specifi- 
cally mentions same. 

HB 1337-CLABAUGH et al. - Amends sections 21-2, 
21-10 and 21-12 of the school code to 
authorize the waiver of student teaching 
under close supervision as a prerequisite to 
obtaining a teaching certificate only until 
July 1, 1964 and only upon presentation of 
evidence of three (now two) years successful 
teaching experience. Authorizes issuance of 
provisional certificate on the basis of present 
/ requirements only until July 1, 1962 and 

provides increased requirements therefor 
from July 1, 1962 to July 1, 1964. 

HB 1393-LELIVELT et al. - Extends application of 
act pertaining to non-profit hospital serv- 
ice corporations to include hospital service 
plans provided by general hospitals operated 
by counties, municipalities or other govern- 
mental units. 

HB 1412 -ROMANO -Creates a clinical science de- 
partment at the University of Illinois Chi- 
cago Professional Colleges for the purpose of 
research, testing, evaluation and teaching in 
the medical science field. Appropriates 

HB 1415 -RHODES et al. - Amends the State Re- 
tirement System Act to provide that em- 
ployees who were contributing members in 
the State Retirement System, the University 
Retirement System, or the Teacher Retire- 
ment System on July 11, 1955, shall be en- 
titled to have their service and salary credits 
considered in determining their eligibility for 
ordinary disability benefits and for the total 
period of time for which such benefits are 

HB 1562 -PFEFFER & CHOATE - Amends sections 
2, 3, 4, 5, 9 and 10 of the Illinois Purchasing 
Act to provide that State agencies may per- 
form maintenance, repair and construction 
work costing less than $25,000 with their 
own employees instead of letting such work 
out on contract. 

HB 1563-WENDT & CLABAUGH - Appropriates 
$50,000 to the Superintendent of Public In- 
struction for research in connection with 
establishing junior colleges. 

HB 1579 - SAPERSTEIN et al. - Authorizes the Chi- 
cago school board to maintain a four-year 
college issuing liberal arts degrees. 

HB 1591 - PFEFFER et al. - Creates a Board of 
Higher Education and repeals the act cre- 
ating the Illinois Commission on Higher 
Education. Appropriates $150,000. Same as 
SB 766. 



University Operating Budget, 1961-62 


URBANA, 111. — Because available funds are sub- 
stantially reduced from original requests, the University 
of Illinois operating budget for 1961-62 contains no pro- 
vision for new programs or major extension of service. 
President David D. Henry told the Board of Trustees 
here today. * 

The new funds made available will be allocated to 
meet increased costs of current commitments, for salary 
adjustments, and for additional enrolments. "Consider- 
ation of highly desirable new programs and improve- 
ments in instruction, research and service, will have to 
be postponed," President Henry said. 
i Total of the operating budget submitted by President 
fHenry for Trustee approval is $108,596,325, an increase 
[of $9,290,209 over comparable figures for 1960-61. Of 
[this sum $63,646,500 (58.6 per cent) comes from state 
Itax funds. 

■ Other sources of income include endowments, con- 
[tracts, and gifts $16,450,150 (15.1 per cent) ; operation 
of auxiliary enterprises, such as housing, $14,269,522 
(13.1 per cent), and the remaining 13.2 per cent from 
federal appropriations, student fees, and sales and 

Appropriations of the budget by location on the 
lUniversity's three campuses are as follows: 

jUrbana-Champaign, including 

1 state-wide services $79,665,835 73.6 per cent 

Chicago Professional Colleges, 
including services for 

I crippled children $23,309,012 21.5 per cent 

Chicago Undergraduate 

Division $ 5,331,284 4.9 per cent 

The budget from general funds of the University 
represents an increase of $6,523,000, President Henry 
pointed out. 

"Of this increase, more than 48 per cent has been 
allocated to merit raises for faculty and staff, both aca- 
demic and nonacademic. An additional 26 per cent will 

No. 21, September 18, 1961 

go to staff additions to relieve present teaching and serv- 
ice overloads and to serve increased enrolments. The 
remainder will underwrite increased costs of current 

"A breakdown of the increases from the general 
funds in the operating budget show: 

Academic and nonacademic salary increases $3,175,746 

Additional staff (academic and nonacademic) . . . 1,722,628 

Increases in wages, expense, equipment 1,044,523 

Increases in retirement contributions 442,050 

Increase in budget reserve 260,000 

Deduct miscellaneous savings — 122,247 

Total $6,523,000 

"These allocations reflect the judgment that main- 
taining a faculty salary level competitive with other 
universities has a primary call on new resources. 

"For the University to continue to serve the people 
of Illinois as eflfectively as it has in the past, the morale 
of the staff must be sustained and replacements when 
needed must be the best available." 

The budget provides new minimum salaries for the 
academic year for all teaching ranks as follows: 

Rank Old Minimum New Minimum 

Professor $9,000 $10,000 

Associate Professor 7,500 8,200 

Assistant Professor 6,000 6,500 

Instructor, Research Associate . . 4,500 4,800 

Assistant 3,800 4,000 

"The minimum rates apply to all new appointments 
as of September 1, 1961. Present appointees below these 
figures will be brought to the new minimum levels by 
September 1, 1963. 

"With the exception of adjustments for the new 
minimums, no across the board increases are provided in 
the 1961-62 budget," President Henry said. "Increases 
have been given to more than 95 per cent of the aca- 
demic staff on a merit basis." 

Schedule of University of Illinois Projects 
to Be Financed Out of the Universities Bond Issue* 


A. Urbana-Champaign Campus Amount 

1. Education Building , $ 3,630,000 

2. Commerce Building 3,360,000 

3. Physics Building — Second Stage 3,350,000 

4. Library— 7th Addition 1,500,000 

5. Physical Plant Service Building 2,390,000 

6. Central Receiving Station 100,000 

7. Electrical Engineering Building Addition 1,370,000 

8. Plant Sciences — Agronomy 3,880,000 

9. Additions for Offices and Instructional Space 2,775,000 

10. University Press Addition (Print Shop Unit) 690,000 ■ 

11. Remodeling, Rehabilitation and Minor Additions 2,282,000 \ 

12. Plans and Specifications (For buildings to be requested 

in 1963-65 biennium) 1,180,000 i 

13. Matching Funds to Supplement Outside Grants 1,200,000 { 

14. Land Acquisition 3,400,000 I 

15. Campus and Public Improvements 1,875,000 j 

16. Power Plant Addition and Utilities Distribution System 7,830,000 , 

Subtotal, Urbana-Champaign ($40,812,000) i 

B. Chicago Professional Colleges Campus | 

1. Medical Sciences Addition 4,330,000 j 

2. Remodeling and Rehabilitation 2,568,000 ,jl 

3. Utilities Distribution System 300,000 i 

4. Plans and Specifications (For buildings to be requested 

in 1963-65 biennium) 380,000 

5. Campus and Public Improvements 110,000 ;. 

6. Land Acquisition (Land is purchased by Medical Center /, 

District and assigned to the University) ;; 

Subtotal, Chicago Professional Colleges ($ 7,688,000) 1 

C. Chicago Undergraduate Division Campus 

(Relocation from leased space at Navy Pier) ; 

1 . Land Acquisition 4,650,000 ; 

2. Construction of Classrooms, Offices, Laboratories, and Service 

Buildings. Including Architectural and Engineering Serv- 
ices, Site Development, and Extension of Utilities 45,350,000 

Subtotal, Chicago Undergraduate Division ($50,000,000) ( 

GRAND TOTAL $98,500,000 

* Included are projects totalling $8,574,790, funds for which were appropriated for 
the 1959-61 biennium but were not released. 


State Board of Higher Education 


An Act creating a Board of Higher Education, de- 
fining its powers and duties, making an appropriation 
therefor, and repealing an Act herein named. 

Be it enacted by the People of the State of Illinois, 
represented in the General Assembly: 

Section 1. The following terms shall have the mean- 
ings respectively prescribed for them, except when the 
context otherwise requires: 

(a) "Public institutions of higher education": The 
University of Illinois, Southern Illinois University; the 
several universities under the governance of the 
Teachers' College Board; the public junior colleges of 
the State; and any other public universities, colleges and 
junior colleges now or hereafter established or author- 
ized by the General Assembly. 

(b) "Board": The Board of Higher Education cre- 
ated by this Act. i 

Section 2. There is created a Board of Higher Edu- 
cation to consist of 15 members as follows: 8 members 
appointed by the Governor, by and with the advice and 
consent of the Senate; the respective chairmen of the 
1 Board of Trustees of the University of Illinois, the Board 
I of Trustees of Southern Illinois University, and the 
Teachers' College Board; one member of each of the 
three foregoing Boards selected by the members thereof; 
and the Superintendent of Public Instruction. The 
, Governor shall designate the Chairman of the Board. 
) The 8 members appointed by the Governor with the 
t; advice and consent of the Senate shall be citizens of the 
t State and shall be selected, as far as may be practicable, 
! on the basis of their knowledge of, or interest or experi- 
Sence in, problems of higher education. If the Senate is 
I not in session, or is in recess, when appointments subject 
I to its confirmation are made, the Governor shall make 
1 temporary appointments which shall be subject to sub- 
j sequent Senate approval. 

I Section 3. (a) The members of the Board whose 
appointments are subject to confirmation by the Senate 
shall be selected for 6-year terms expiring on January 31 
of odd numbered years. Of the initial appointees, how- 
jCver, 2 shall be designated by the Governor to serve 
luntil January 31, 1963, 3 until January 31, 1965, and 
|3 until January 31, 1967. 

I (b) The members of the Board appointed respec- 
I lively by the Board of Trustees of the University of 
|Illinois, the Board of Trustees of Southern Illinois Uni- 
versity, and the Teachers' College Board shall each hold 
office for 2 year terms expiring on January 31 of odd 
numbered years. 

(c) The members of the Board shall continue to 
serve after the expiration of their terms until their suc- 
cessors have been appointed. 

(d) Vacancies on the Board in offices appointed by 
the Governor shall be filled by appointment by the 
Governor for the unexpired term. If the appointment is 
subject to Senate confirmation and the Senate is not in 
session or is in recess when the appointment is made, 
the appointee shall serve subject to subsequent Senate 
approval of the appointment. 

Section 4. The Board shall hold regular meetings at 
such times as are specified in its rules. Special or addi- 
tional meetings may be held on call of the Chairman, 
or upon a call signed by at least 6 members, or upon 
call of the Governor. A majority of the members of the 
Board shall constitute a quorum at all its meetings, but 
the approval of a new unit of instruction, research, or 
public service for a public institution of higher educa- 
tion, as provided in Section 7, shall require the concur- 
rence of a majority of all the members of the Board. 

The Board may employ and fix the compensation of 
such professional and clerical staff and other assistants, 
including specialists and consultants, as it may deem 
necessary, on a full or part time basis. 

Section 5. The members of the Board shall serve 
without compensation but they shall be reimbursed for 
their actual and necessary traveling and other expenses 
while engaged in the performance of their duties. 

Section 6. The Board shall analyze the present and 
future aims, needs and requirements of higher educa- 
tion in the State of Illinois and prepare a master plan 
for the development, expansion, integration, coordina- 
tion and efficient utilization of the facilities, curricula 
and standards of higher education for the public insti- 
tutions of higher education in the areas of teaching, re- 
search and public service. The Board shall formulate 
the master plan and prepare and submit to the General 
Assembly and the Governor drafts of proposed legisla- 
tion to effectuate the plan. The Board shall engage in 
a continuing study, analysis and evaluation of the master 
plan so developed and it shall be its responsibility to 
recommend, from time to time as it determines, amend- 
ments and modifications of any master plan enacted by 
the General Assembly. 

Section 7. The governing boards of the University 
of Illinois, of Southern Illinois University and of the sev- 
eral universities under the governance of the Teachers' 
College Board shall not hereafter undertake the estab- 
lishment of any new unit of instruction, research or 

public service without the approval of the Board. The 
term "new unit of instruction, research or public service" 
includes the establishment of a college, school, division, 
institute, department or other unit in any field of in- 
struction, research, or public service not theretofore 
included in the program of the institution, and includes 
the establishment of any new branch or campus of the 
institution. The term does not include reasonable and 
moderate extensions of existing curricula, research, or 
public service programs which have a direct relation- 
ship to existing programs; and the Board may, under its 
rule making power define the character of such reason- 
able and moderate extensions. 

Such governing boards shall submit to the Board all 
proposals for a new unit of instruction, research, or 
public service. The Board may approve or disapprove 
the proposal in whole or in part or approve modifica- 
tions thereof whenever in its judgment such action is 
consistent with the objectives of an existing or proposed 
master plan of higher education. 

Section 8. The governing boards of the University 
of Illinois, of Southern Illinois University and of the sev- 
eral universities under the governance of the Teachers' 
College Board shall submit to the Board not later than 
the 15th day of November of each even numbered year 
its budget proposals for the operation and capital needs 
of the institution for each biennium. 

The Board of Higher Education shall submit to the 
Governor, to the General Assembly and to the appro- 
priate budget agencies of the Governor and General 
Assembly its analysis and recommendations on such 
budget proposals. 

Section 9. The Board shall exercise the following 
powers and duties in addition to those otherwise speci- 
fied in this Act: 

(a) To cause to be made such surveys and evalua- 
tions of higher education as it believes necessary for the 
purpose of providing the appropriate information to 
carry out its powers and duties. 

(b) To recommend to the General Assembly the 
enactment of such legislation as it deems necessary or 
desirable to insure the high quality of higher education 
in this State. 

(c) To advise and counsel the Governor, at his 
request, regarding any area of, or matter pertaining to, 
higher education. 

(d) To submit to the Governor and the General 
Assembly on or before the first Monday in February of 
each odd-numbered year a written report covering the 
activities engaged in and recommendations made by it 
during the 2 calendar years which ended on December 
31 of the last preceding even-numbered year. 

(e) To make rules and regulations for its meetings, 
procedures and the execution of the powers and duties 
delegated to it by this Act. 

Section 10. The governing boards of the University 
of Illinois, Southern Illinois University and the Teachers' 
College Board shall retain all the powers and duties 
heretofore given and conferred upon them by statute, 
except insofar as they are limited by the powers and 
duties delegated to the Board of Higher Education by 
this Act. 

Section 11. In the formulation of a master plan of 
higher education and in the discharge of its duties under 
this Act, the Board shall give consideration to the prob- 
lems and attitudes of junior colleges, private colleges 
and universities, and of other educational groups, instru- 
mentalities and institutions, and to specialized areas of 
education, as they relate to the overall policies and 
problems of higher education. 

Section 12. The Board may examine the books, 
records and files of any public institution of higher edu- 
cation, and of any office of state government, as to : 
matters germane to its responsibilities hereunder, subject 
only to laws or regulations pertaining to the confidential 
nature of information or data. The officers and em- 
ployees of all public institutions of higher education, and 
of state agencies of government, shall afford the Board, j 
its members, and authorized agents and representatives, }, 
access to all such books, records and files, and furnish 'i 
to them such information as they have relating to the,! 
Board's functions and responsibilities. The Board may 'j 
hold hearings at such places as it deems desirable. 

Section 13. There is appropriated to the Board of' 
Higher Education the sum of $150,000, or so much 
thereof as may be necessary, to carry out the purposes^ 
of this Act. j! 

Section 14. The following act is repealed: f 

"An Act creating an Illinois Commission of Higher 
Education, defining its powers and duties, providing for 
an advisory Committee, and making an appropriation 
therefor" approved July 9, 1957, as amended. Property 
belonging to or in the custody of the Illinois Commission 
of Higher Education shall be transferred to the custody 
of the Director of Finance and disposed of as transfer- 
able property. 

Approved August 22nd, 1961 

Otto Kerner 

Samuel H. Shapiro 
President of the Senate 
Paul Powell 
Speaker, House of Representatives 

Mf . C'^ 




NOV 21 1961 

No. 22, October 5, 1961 

^'* — A Time When America and the World N£^All the University 


Has to Give" — A Comment on the Work of the Year 


As in every other aspect of American life, the tone 
and mood of the new school year are aflfected by the 
widespread concern with the grim task of the nation's! 
strengthening itself to meet every contingency in a tense 

There is also national concern, as there was even in 

I the darkest days of World War II, that we work with 

' all our force to conserve the values of civilized living 

and to encourage the means to improvement, in human 

terms, of individual fulfilment and of the general welfare. 

The earlier belief that international security and con- 

\ tinuing internal social progress will be achieved auto- 

! matically has all but disappeared. It is now everywhere 

\ acknowledged that citizen effort, community planning 

■ and crystallization and implementation of national pur- 

ipose are essential to attain our domestic objectives, to 

1 nourish and protect the progress to this end, and to per- 

Iform responsibly in relations with other nations. The 

I ready acceptance of the notion that natural abundance 

is the permanent condition of this country and that 

I progress is inevitable has given way to the realization 

I that individual and civic effort are required for the 

I achievement of our national aspirations, even though 

the ways and means are subject to great argument. 

Education is a basic subject in this public discussion. 
There is broad acceptance that excellence in educa- 
tion service — encompassing both instruction and re- 
search — and wide opportunity for all who can profit 
|by that service are essential for national strength and 
Iprogress. Yet the fulfilment of this belief has not been 
given the financiaPand moral support necessary for the 
full realization of the educational potential of the nation. 
i Progress has been made, but the record must be 
measured against what remains to be done. 

The opening of a new school year is a time to reflect 
upon both of these points. 

1960-61 was a good year, and the University faces 
the tasks ahead from a position of strength. 

The operating budget of the University recently 
adopted by the Trustees, built upon appropriations by 
the 1961 General Assembly, allows the University to 
meet the increased costs of current commitments, to 
provide salary increments in line with most other major 
universities, and to employ additional staff to meet the 
increases in enrolment. 

On the Champaign-Urbana campus facilities and 
staff are ready for the record enrolment. The Chicago 
Undergraduate Division and the Chicago Professional 
Colleges at the Medical Center will carry on, within 
the limit of their facilities, at the high enrolment points 
reached last year. 

Well-qualified replacements have been secured for 
the unusually large number of vacant key positions, 
occasioned by retirement. 

Income from gifts and contracts with industry and 
governmental agencies has strengthened the research 
program and other phases of the University's work. New 
laboratories and facilities thus made possible, now offi- 
cially approved, with construction underway, about to 
start, or coming to completion, include : 

The Burnsides Research Laboratory 

(Food Technology) 
Veterinary Research Laboratory (Zoonoses) 
Entomology Laboratory Building 
Gaseous Electronics Laboratory 
Institute of Labor and Industrial Relations 

Two high speed computers, one at the Digital 
Computer Laboratory, one at the Coordi- 
nated Sciences Laboratory 
The Radio Telescope 
The Moorman Animal Breeding Research Farm. 


The facilities underwritten by revenue bonds, sup- 
ported by student fees, and designed to enhance student 
Kfe by providing opportunities for counseling, assembly 
and service, which would not otherwise be available, 
have been delayed by the freeze on State construction 
funds for utilities but the structures now show satisfac- 
tory progress. These four buildings should be ready for 
use in 1962-63 — the Assembly Hall, the Student Serv- 
ices Building, the addition to the Illini Union, and the 
Health Services Addition to McKinley Hospital. 

Also related to the improvement of conditions of stu- 
dent living, which in turn affect the quality of the edu- 
cational experience of the individual student, are the 
new residence halls. Paid for by income from occupants 
over the period of the use of the buildings, the halls 
recently built have made it possible to admit the in- 
creased numbers at Urbana-Champaign and at the same 
time improve the quality of student life. Central in this 
development has been the concern for the well-being 
and personal development of the individual student. 

New accommodations for 200 graduate students and 
for 1500 single undergraduates will be available this fall. 
Under construction for occupancy in 1 962 is the Pennsyl- 
vania Avenue Residence Hall for 1000 women. 

These evidences of progress, index as they are to 
quality programs of instruction and research, to achieve- 
ments by faculty and students, to demands for service, 
are gratifying and reassuring. 

They can also be deceptive, however, if they obscure 
what needs to be done. 

The University is in a race with time and demands 
for growth. Construction of academic facilities necessary 
for continuation of an open door policy for qualified 
admissions, made possible by popular approval of the 
Universities Bond Issue last year, is on a precarious time 

The master plan for the new University campus at 
Congress Circle in Chicago has been approved and 
procedures have been established to procure working 
drawings for specific buildings. Even so, students will 
be turned away from Navy Pier before the new campus 
is ready. Further ■• delays in planning and construction 
must be prevented if the 1964 occupancy date is to be 

Likewise, at Champaign-Urbana, all possible speed in 
starting construction of new facilities is required if the 
anticipated enrolments for 1963-64 are to be cared for 
in full. Scheduled are classrooms and laboratories for 
Commerce, Education, Electrical Engineering and 
Physics, the Library addition, and offices for a number of 
departments. Renovated space for Liberal Arts and 
Sciences, made possible by the new structures, is part 
of this time schedule. 

These deadlines and urgencies are serious but we 
have confidence that with alertness and cooperation on 

the part of all agencies involved, we shall manage to hit 
the time targets. 

The tasks which loom ahead for 1963 are even 
greater. The University is already defining them and 
planning for them. 

An expanded operating budget will be required to 
staff" the four-year program in Chicago and to operate 
the new campus. Staff for new enrolments and for the 
operation of new buildings will also be needed on the 
other campuses. 

The highly desirable new programs which have been 
considered, and postponed because of current budget 
limitations, both in Chicago and Urbana-Champaign, 
must be financed, if the University of Illinois is to meet 
its obligations to the people of the State and maintain 
its position in the academic world. 

The cost of continuing salary improvement, and the 
rising prices in services, supplies and commodities must 
also be taken into account. 

In short, while the new year and the current bien- 
nium are well planned and sustained, we must gear up ; 
for a new level of operation, on all fronts, in the bien- ' 
nium, 1963-65. To gain public and legislative under- 
standing of this plain challenge is a major task for the 
period immediately ahead. 

The national observance, in 1961-62, of the Cen- 
tennial of the signing of the Land-Grant Act by Abraham;, 
Lincoln provides a timely background for the inter-i 
pretation of the State's opportunities in relationship to, 
the University's continuing development. : 

The formulating ideas in the creation of the land-' 
grant colleges and universities grew out of the faith of 
the people in the importance of education for personal 
development and for group welfare. The aspiration fot 
people to have the opportunity to develop their talents 
educationally is a democratic impulse in clearest form, 
but that ideal became realizable in the context of ob 
.vious social benefits which thus justified needed public 

The concept of the free public university, under th« 
control of and supported by the people, has developec 
upon the premise that the university should be close t( 
the people, to their needs, their hopes, their welfare 
The traditional and the conventional in education havi 
their place, including the broad purposes of the grea 
university in any setting or time, but stereotypes an( 
economic limitations are not to interfere with the suppl 
of educational service for the intellectual, social am 
economic needs of the people. 

Particularly in this period of world tension, when th 
United States seeks to find the most effective channe 
through which to exercise its international responsibilitif 
and to be strengthened for its complex tasks the peopl 
must insist upon the continued development of the co 

leges and universities; they must be as concerned about 
the development of brainpower as of missiles, as con- 
cerned about the discovery of new knowledge as the 
application of what we already know. 

As the citizens of the United States come to under- 

stand more fully the import of the historic development 
of the land-grant colleges and universities, we of Illinois 
can share the inspiration and satisfaction of serving a 
distinguished university at a time when America and the 
world need all the University has to give. 

University of Illinois Campus at Congress Circle, Chicago 
— Educational Program 


The first graduating class from the new University 
of Illinois campus at Congress Circle, Chicago should 
receive degrees in June of 1966, according to plans an- 
nounced on September 14, 1961. 

Degree candidates in this first graduating class will 
be in two colleges, Liberal Arts and Sciences and Com- 
merce and Business Administration. Degree programs 
in Engineering and in Fine and Applied Arts will be 
developed as soon as practicable. The organization will 
also incl'ude divisions of Education and of Physical 

The educational program now being offered in tem- 
porary facilities in the Chicago Undergraduate Division 
on Navy Pier will be transferred to the new campus and 
will be the basis for the expansion into four-year degree 

Thirteen departments are proposed for the College 
of Liberal Arts and Sciences initially, with each offering 
majors leading to bachelor degrees, including teacher- 
training curricula where feasible. 

These departments will include: Biological Sciences, 
with courses in Botany, Physiology, Zoology, and Bac- 
teriology; an English Department offering courses in 
Rhetoric, Business English, Literature, and Journalism; 
a Languages Department, with majors in the following 
initially proposed : French, German, Russian, and Span- 
ish. Limited offerings will be available in Italian, Portu- 
guese, Latin, and Greek. 

Other departments will include: Chemistry, Geog- 
raphy, Geology, History, Mathematics, Philosophy, 
Psychology, Political Science, Sociology and Anthropol- 
ogy, Speech and Drama. 

Course offerings in all of the above departments will 
include those courses required in the curricula for stu- 
dents in pre-law, pre-medicine, pre-dentistry, pre- 
pharmacy, pre-nursing, and pre-veterinary medicine. 

In the College of Commerce and Business Adminis- 
tration, majors in all fields of concentration will be 
combined into five departments, with degree-granting 
curricula in: Accountancy, Economics, Finance, Mar- 
keting, and Management. 

Courses in Business Law, Business Administration, 

and Business Education will be included in the Depart- 
ment of Management. 

When the term opens in the fall of 1964, junior year 
programs in the degree programs listed above will be 
available. It is planned that the senior-year curricula in 
these areas will be added in the fall of 1965. 

In the other two colleges — Engineering, and Fine 
and Applied Arts — full curricula for freshmen and 
sophomores will continue to be offered. 

In Fine and Applied Arts, two departments offering 
degree curricula are proposed. Architecture will be one. 
In the second, Art and Music will be combined, with 
degree programs in Art Education, Art History, Painting, 
and Industrial Design. Also in this second department 
will be service courses in the History of Music, Music 
Education, Chorus, Band, and Orchestra. 

Expansion in each field will be governed by several 
factors — availability of funds, availability of space, and 
the extent of demand in relationship to the offerings of 
other institutions. 

In Engineering, as in Fine and Applied Arts, only 
a two-year program will be offered initially. This pro- 
gram will be structured in such a way as to permit easy 
expansion into a full four-year degree program which 
will prepare engineers for employment in industry and 
government, and which will provide the type of under- 
graduate education that is suitable for students prepar- 
ing for graduate school. 

In the Division of Education, courses in education to 
meet the requirements for secondary-school teacher cer- 
tification will be offered, but initially no degree programs 
in education as such are planned. 

The Division will be operated by a Director, who 
will be the coordinator of teacher-education programs 
in the several colleges and will supervise the course in 
education offered by the Division. Degree programs in 
teacher education will be offered in the departments of 
the several colleges which administer the subject matter 
fields taught in the secondary schools. Degree programs 
in education will be introduced if and when needed. 
Availability of funds and space to permit the necessary 
expansion will be the other controlling factors. 


Provisions will be made for existing programs in 
physical education and recreational activities also will 
be provided for in the first phase of development. As 
funds and space become available, three departments 
offering degree programs are proposed : Physical Educa- 
tion for Men, including Health Education, Recreation; 
and Physical Education for Women, including Dance. 

In the initial phase, a portion of the Student Union 
building and such other space as is available will be 
devoted to recreational facilities in such activities as 
swimming, tennis, handball, archery, and bowling, so as 
to provide the best possible recreation program within 
the framework of limitations which will exist. 

Military Science (Army Reserve Officers' Training 
Corps) will be offered on a voluntary basis. Courses will 
be provided to accommodate freshman and sophomore 
men in basic training in 1964, and junior and senior 
men in advanced training in 1966. 

The program described above should enable the Uni- 
versity of Illinois to meet the most immediate pressing 
needs — that is those related to the undergraduate en- 
rolment demand created by population increases and by 
the rising proportion of high school graduates seeking 
admission to college. 

Future developments on the new campus will not be 
limited arbitrarily to these initial programs. 

The University of Illinois will keep the problem of 
further educational development at the Chicago Division 

under continuing study, and will propose such changes 
as seem justified by the total educational situation in the 
Chicago metropolitan area. Expansion into new fields — 
such as graduate study, adult education, and organized 
community services — will be undertaken only after ap- 
propriate discussion with representatives of other state 
and local institutions concerned. 

Formal planning for a four-year program in Chicago 
has been in process since November, 1953, when the 
Committee on Future Development of the Chicago 
Undergraduate Division was appointed. Its report was 
adopted in June, 1954, by the University of Illinois 
Board of Trustees, and its recommendations were used 
as the basis for continuing planning. 

Later reports of the "University Committee on a 
Four-year Program for the Chicago Undergraduate 
Division," named in September, 1957, and the "Com- 
mittee on Curricular Expansion," created in January, 
1959, by the Chicago Undergraduate Division Senate, 
were used extensively by an Interim Committee which 
was appointed July 15, 1959, to advise the President on 
the continuing development of campus plans. 

It was the final report of the Interim Committee, 
prepared after wide consultation with administrative 
officers, members of the faculty, and the Chicago Under- 
graduate Division Senate, which provided the basis for 
the program approved by the University of Illinois 
Board of Trustees, February 15, 1961. 



Txi (U^ll^ 



No. 23, October 31, 1961 

University's Observance of Land-Grant Centennial 



Throughout the current academic year, the Univer- 
sity of IlHnois is joining with sixty-seven other colleges 
1 and universities to celebrate the centennial of the Land- 
Grant Act. On July 2, 1862, in perhaps the darkest 
hours of the Civil War, Abraham Lincoln signed into 
I law the legislation establishing the American Land-Grant 
system of higher education. 

The coming year marks a number of anniversaries 
significant for American history, including the 175th 
{anniversary of the ratification of the U.S. Constitution, 
(and the sesquicentennial of the act establishing the na- 
ftional land reserve, from which great public domain 
there has been carved out land for veterans, for educa- 
tion, for national parks and monuments, and for the 
national forests. It will be the centennial year, also, for 
passage of the Homestead Act, to encourage settlement 
of the West, and for establishment of the U.S. Depart- 
ment of Agriculture. 

Of all these major anniversaries, none is closer to or 

has more directly affected the University of Illinois than 

the Land-Grant Act, under which it was founded in 

1867. It is particularly appropriate that the University 

should observe the event, for there is strong evidence to 

iupport the claim that the original inspiration for the 

\ct came from Illinois, in the person of Jonathan 

l^aldwin Turner. In 1853, Turner persuaded the Illinois 

jeneral Assembly to petition the U.S. Congress to endow 

!vith land grants a system of industrial and agricultural 

iniversities. Another Illinoisan, Abraham Lincoln, 

igned the Act into law, after it had been vetoed three 

'ears earlier by President Buchanan. 

i Historians now recognize that the Land-Grant move- 

laent has been one of the most notable developments in 

Vmerican education. Going contrary to the tradition 

hat higher education was for an aristocracy based on 

eredity, occupation, or wealth, the Land-Grant system 

itroduced the new concept that learning should be 

ractical as well as academic and should be open to all 

ho had the will and ability to learn. One hundred 

ears ago, one young American in 1,500 went to college, 

ompared to one in three today. 

By the mid-nineteenth century, the nation was ready 

for drastic changes in its educational patterns. The 
frontier was still in process of being settled. A vast 
region between the Missouri and the Pacific slopes was 
largely unoccupied. A high percentage of the people 
were farmers, but increasing numbers were entering 
commerce and industry. Existing colleges were not 
adapted to the needs of the changing and expanding 
society and of American democracy. These institutions 
were principally concerned with training for the rela- 
tively few established learned professions — the ministry, 
law, and to some extent, medicine and teaching. Follow- 
ing British and continental models, the curricula were 
predominantly classical, with little attention to science or 
to the discovery of new knowledge. The requirements 
of industry, business, and agriculture had no place in 
the program. There were a few state universities, but 
these, too, tended to follow the rigid, long-established 
courses of study of the older private colleges. 

Toward the middle of the nineteenth century, a few 
far-sighted men began to agitate for national action to ac- 
complish the needed revolution in higher education. The 
states and territories lacked financial means themselves to 
establish systems of higher education. For this reason, 
Jonathan Baldwin Turner of Illinois and Justin Smith 
Morrill of Vermont independently urged the use of the 
vast nationally-owned public lands for subsidy purposes. 
The formula, eventually incorporated into the legislation 
signed by Lincoln, granted federal land to each state at 
the rate of 30,000 acres for every Senator and Repre- 
sentative in Congress. Income from sale of the land was 
earmarked for "the endowment, support and mainte- 
nance of at least one college [in each state] where the 
leading object shall be without excluding other scientific 
and classical studies ... to teach such branches of 
learning as are related to agricultural and the mechanical 
arts ... in order to promote the liberal and practical 
education of the industrial classes in the several pursuits 
and professions in life." As they developed, the Land- 
Grant colleges and universities became far different from 
the older, private institutions of higher education. They 
placed great emphasis on professional or specialized edu- 
cation, helping the American people to apply the dis- 
coveries of science and technology to everyday life. 

In the beginning essentially concerned with teaching, 
the Land-Grant institutions subsequently added two 
extremely important functions. First was the concept of 
basic and applied research as an integral part of a uni- 
versity's responsibility, from which have come innumer- 
able advances in human knowledge. Equally significant 
is a second type of activity characteristic of Land-Grant 
colleges: extension work and adult education. Included 
are cooperative extension in agriculture and home eco- 
nomics in association with the U.S. Department of Agri- 
culture, and general extension, such as adult education 
courses, radio and television programs, conferences, and 
institutes, carrying knowledge far beyond campus limits 
to all the citizens of a state. 

A tribute to the success of the Land-Grant movement 
in the United States is the eagerness of underdeveloped 
countries around the world to adopt its basic principles. 
It has been remarked that "the idea of the Land-Grant 
university is America's most popular export." Among 
numerous examples are the University of Illinois' con- 
tracts with Indian institutions in the agriculture and 
engineering fields. 

The Land-Grant system has become the nation's 
largest single producer of trained and educated man- 
power. Illustrative of the major contributions to society 
being made by the Land-Grant colleges and universities 
are these facts: they enroll twenty per cent of the coun- 
try's college population and grant forty per cent of the 
doctoral degrees in the physical sciences, engineering, 
and health professions, and all of the doctorates in agri- 
culture; they train one-half of all regular and reserve 
officers entering the armed forces. Land-Grant colleges 
form the heart, as noted, of the country's great system 
of farm research and extension education, as a conse- 
quence of which modern American agriculture has 
reached an efficiency level without parallel elsewhere in 
the world. As an indication of quality in education, 
sixty per cent of all the living American Nobel Prize 
winners have earned degrees from Land-Grant institu- 


It is because of such facts as these, and because it is 
itself an outstanding example of a Land-Grant institu- 
tion, that the University of Illinois takes special pride 
and satisfaction in joining the nation's other Land- 
Grant colleges and universities in observing the Centen- 
nial of the Land-Grant Act. 

A varied program has been planned for the Univer- 
sity's participation in the Centennial. A general Uni- 
versity Centennial Committee is being aided by some 
twenty-three subcommittees dealing with various aspects 
of the Centennial and special committees for the two 
Chicago campuses. Following is a summary of plans 
completed, in progress, or scheduled in the course of the 

Illinois State Historical Society 

The sixty-second annual meeting of the Society, held 
on the Urbana campus, October 14-15, was the first 
formal event on the University's Centennial program. 

The Centennial theme was emphasized, beginning with j 
President Henry's banquet session address, October 14, ji 
on the founding of the University of Illinois under pro- | 
visions of the Morrill Act, and ending with Professor 
Donald R. Brown's paper, October 15, on "The Educa- ' 
tional Contributions of Jonathan B. Turner." 

Nevins Lectures 

Professor Allan Nevins, leading American historian ', 
and a University alumnus, was scheduled far in advance i 
of the delivery dates to present a series of three lectures, 
October 24, 27, 31, on the general theme "The State 
Universities and Democracy." Professor Nevins noted, 
in describing his plans for the lectures, commemorating 
the Morrill Act, that he had "chosen an analytical treat- 
ment, relating the land grant institutions to the needs, 
demands, and aspirations of democracy in three main 
periods," from the beginnings to the present day. The 
lectures are to be issued in book form by the University 
of Illinois Press. 

Land-Grant Brochure 

With advice and assistance from his subcommittee^ 
members, Dean Theodore Peterson has prepared, andij 
there is in press, a comprehensive brouchure on the Uni-j 
versity's immensely varied teaching, research, and exten- 
sion activities, past and present, with a projection into 
the future. After a brief examination of the institution's 
establishment, under the inspiration of the Land-Grant; 
Act, the brochure's primary stress is on the invaluable 
services which the University has rendered to Illinois and'' 
to the nation and the opportunities lying ahead. It i^' 
planned to include the brochure as part of the Comp- 
troller's annual report Your Money Your University for 
wide distribution, and to procure reprints for speciaj 

Centennial Leaflet 

The national Land-Grant Centennial Office ha; 
issued an attractive and informative eight-page leaflet' 
The Idea of a Land-Grant College, of which copies have 
been procured for mailing to all members of the Univer'i 
sity faculty, Chicago and Urbana, and to various specia 
groups in the state, for their general information. 

General Assembly Resolution 

On May 16-17, the House and Senate of the Illinoi: 
General Assembly adopted resolutions taking officia 
notice of the Land-Grant Centennial and commendins 
the University of Illinois, as the Land-Grant institutioi 
of the state of Illinois, "for major contributions througl j, 
teaching, research, and service since its opening oi !, 
March 2, 1868." Subsequently, Senator Dirksen in thi 
U.S. Senate and Representative Libonati in the Housi 
of Representatives inserted the resolution in the Con 
gressional Record, with appropriate added remarks. 

Jonathan Baldwin Turner Biography 

The biography of Jonathan Baldwin Turner writte: 
by his daughter is being reissued by the University c 
Illinois Press. Except for an introduction by Presider 
David D. Henry, the book will be produced unchange 
from the original edition. 

j Covxmcmorations 

Under Dean Fred H. Turner's chairmanship, a com- 
' mittee has prepared a program, subject to availability 
' of funds, to place memorial markers at several Illinois 
I localities where significant events relating to the Land- 
Grant movement occurred: Griggsville, Granville, Jack- 
sonville, and Springfield. Donations have been obtained 
for markers at Griggsville and Jacksonville, and it ap- 
pears probable that further gifts will be received for the 
remaining sites. It is anticipated that the unveiling of 
the Griggsville memorial will coincide with a meeting 
there of the University of Illinois Citizens Committee. 
Another committee, headed by Wallace Mulliken, 
Champaign attorney, is raising funds for a memorial 
plaque to be placed on the site of the University's first 
building, the Stoughton-Babcock-Harvey Seminar on 
Illinois Field. 

Kansas City Meeting 

The American Association of Land-Grant Colleges 
and State Universities meeting in Kansas City, Novem- 
ber 12-16, 1961, will center its program on the Centen- 

inial theme. The Convocation will be attended by a 
number of University of Illinois representatives. Moving 
picture films from selected Land-Grant colleges and 
universities are to be shown, and for this purpose the 

; Illinois film "Beyond Teaching" has been submitted. 
Arrangements are being made also to display the two 

jvolumes to be issued by the Illinois Press, the Nevins 
lectures and the Turner biography — or their covers, if 
the books have not yet been released. 

Student Participation 

Among a number of proposals developed by the com- 
mittee concerned with student orientation to the Land- 
iGrant Centennial are the following: a student-faculty 
Allerton conference on the theme "The University of 
Illinois — the Next 100 Years"; Rhetoric, Verbal Com- 
imunications, and Speech Department participation 
(through expository writing and speaking assignments to 
students on subjects relevant to the Centennial; Honors 
pay theme — "Challenge of the Land-Grant Univer- 
sities"; emphasis on the Centennial in the Daily Illini 
jthroughout the year, and in the 1962 Illio. 
j Closely allied in its concern with student participa- 
l:ion and understanding is the program of another com- 
pittee on Homecoming, Dad's Day, and Mother's Day. 

I^he theme adopted for Homecoming was "Progressive 
jcntury," in recognition of the Land-Grant Centennial. 
The theme was carried out in the house decorations 
ontest, the Homecoming Stunt Show, and other events 
cheduled for October 20-21. In addition, each of the 
961 football programs is to contain an article on some 
)hase of the Centennial, and attention will be directed 
10 the accomplishments of Land-Grant institutions — 
|he University of Illinois specifically — in other student 

'oreign Faculty, Staff, and Student Orientation 

A diversified program has been planned by the sub- 

jl |ommittee concerned with foreign visitors. The com- 

littee expects to use the University film "Beyond 

Teaching" to help explain to foreign students the nature 
of a Land-Grant university; to include in letters now 
regularly mailed from the Dean of Foreign Students' 
office information about the Centennial and Land-Grant 
universities; to prepare and distribute to foreign students 
and foreign visitors a special brochure similar to an 
Institute of International Education folder, but dealing 
specifically with the University of Illinois; to encourage 
publication of K. A. P. Stevenson's manuscript on the 
Land-Grant university, H. W. Hannah's "Blueprint for 
an Agricultural University," and a third manuscript, 
"The Land-Grant Pattern in India." Letters of invita- 
tion were sent by representatives of the committee to 
foreign staff and graduate students inviting them to the 
Nevins lectures and the reception which followed. 
Among other ideas under consideration are forums in 
organized houses, a booth at the International Fair to 
be held on December 8-9, and utilization of distinguished 
visitors from other countries. 

Alumni^ Orientation 

Through stories and pictures in the Illinois Alumni 
News and in alumni meetings scheduled during the year, 
the Land-Grant Centennial theme will be stressed. The 
October 1961 issue of the Alumni News features the 
observance, and the editor plans to carry other appro- 
priate material on the subject. 

Participation by Chicago Campuses 

Vice President Begando for the Professional Colleges 
and Vice President Parker for the Undergraduate Divi- 
sion have appointed committees to plan more effective 
participation of the Chicago campuses in the Land- 
Grant Centennial, working with each other and with 
the general University Committee in Urbana. The two 
Chicago committees are considering a number of pro- 
posals and specific projects of interest. The Chicago 
Undergraduate Division staged a three-fold celebration 
on October 26, to mark the start of the Land-Grant 
observance, the Division's fifteenth anniversary, and the 
unveiling of plans for its new campus. 

Off-Campus Organizations 

Through a subcommittee on off-campus organiza- 
tions, numerous state-wide organizations in a variety 
of fields have been approached to enlist their interest 
in the Centennial observance, and where feasible en- 
couraging them to include the topic in programs being 
planned for the year. 

The program coordinator for the University of Illi- 
nois Citizens Committee plans to include attention to the 
Land-Grant theme in regional and state meetings of the 
Citizens Committee throughout the year. 


The Engineering Open House and the 1962 Farm 
and Home Science Show, with the theme "One Hundred 
Years of Progress in Agriculture," plan special exhibits 
to call attention to the Centennial. Thd Land-Grant 
idea will be emphasized also in various other College of 
Agriculture activities in 1961-62. In October, the Uni- 
versity Library placed on exhibit an extensive display 


of manuscript and printed materials relating to Jonathan 
Baldwin Turner, with particular attention to Turner's 
role in promoting the Land-Grant movement. At least 
one other Library exhibition is planned later in the year. 
In addition, arrangements are being made for the display 
of documents concerning the history of the Land-Grant 
movement at Illinois College (where Turner spent his 
teaching career), the Illinois State Historical Library, 
and the Illinois State Archives. Work by Illinois students 
and faculty members will be submitted for the Hallmark- 
sponsored Centennial Art Exhibit at Kansas City in 

Illinois-Massachusetts Joint Celebration 

The University of Massachusetts Centennial Com- 
mittee has invited the University of Illinois to participate 
in a joint event being planned by Templeton, Massachu- 
setts, honoring its native son, Jonathan Baldwin Turner. 
Three specific suggestions were offered: "Building up 
a combined New England-Middle West celebration of 
the nationwide Land-Grant philosophy, as linked with 
Jonathan Turner; have representation of the University 
of Massachusetts or the University of Illinois at Jonathan 
Turner events sponsored by the other; and secure Presi- 
dent David D. Henry of the University of Illinois as the 
speaker for the Templeton-Tumer event." The idea of 
a joint celebration has been accepted by the Illinois 
Centennial Committee, and will be implemented as far 
as is feasible. 

Founders' Day 

Plans are in progress to mark Founders' Day in 
1962 by a special television program, possibly national in 
coverage, using the facilities of Station WCIA, already 
offered by its manager. The Centennial Committee is 
also proposing a University-wide convocation on Found- 
ers' Day to discuss the present status and future outlook 
for Land-Grant universities, presenting a speaker of 
national reputation. 


It has been recommended by the University Com- 
mencement Committee that the 1962 Convocation and 
Commencement speakers should be associated with the 
Land-Grant idea and a statement of substantial length 
on the Centennial should be included in the printed pro- 
gram for the 1962 Commencement. 

Other Forms of Publicity 

Insofar as cooperation can be obtained and facilities 
made available, the press, radio, and television will be 
utilized to publicize the Land-Grant Centennial and its 

Less conspicuous, but serving as constant reminders, 
are two other devices : the Land-Grant seal has been 
used by the University Press on some thirty publications 
to date, including the graduate and undergraduate 
catalogs; and the Mailing Centers in Urbana and Chi- 
cago will use the Land-Grant Centennial postmark on 

all mail, starting in October and continuing for several i. 


Though the historical aspects will not be neglected, 
but on the contrary very well represented, the Univer- 
sity's major emphasis in celebrating the Centennial will 
be to help build public understanding of the Land-Grant 
college and university movement today, and to assess and 
evaluate the work the Land-Grant institutions are now 
doing. In that way, it is hoped to identify more clearly 
their special responsibility to the country and to the 
world. As they begin their second century of service, the 
principal objective, it is generally agreed, should be to 
make the achievements of the Land-Grant institutions 
in the next century as distinguished as they have been 
in their first hundred years. j 


Joseph S. Begando 

John F. Bell j 

Harold N. Cooley j 

Charles E. Flynn | 

Karl E. Gardner 

Norman A. Graebner 

Robert G. Kesel ] 

James O. Smith ' 

Fred H. Turner 

Robert B. Downs, Chairman 

Chairmen of Land-Grant Centennial Subcommittees: |i 

Radio, Television, Newspaper, C. E. Flynn 
Illinois General Assembly and State Officials, S. K. Gove ; 
Regular University Publications, Miodrag Muntyan 
Centennial Brochure and Folder, T. B. Peterson 
Student Orientation to Land-Grant Centennial, '; 

J. W. Peltason ; 

Illinois State Historical Society, R. M. Sutton '■ 

Allan Nevins Lectures, N. A. Graebner ) 

Citizens Committee Meetings, George Bargh i 

Homecoming, Dad's Day, and Mother's Day, 

E. E. Stafford 
Involvement of Off-Campus Organizations, S. C. Robinso: 
Founders' Day, A. J. Janata 
Engineering Open House, George R. Eadie 
Farm and Home Festival, K. A. Kendall , 

Champaign-Urbana Committee, Wallace M. Mulliken 
Library Exhibits, L. W. White 
Jonathan Baldwin Turner, D. D. Jackson 
Commemoration Committee, F. H. Turner 
Alumni Orientation to the Land-Grant Concept, 

E. E. Vance 
Foreign Faculty, Staff, and Student Orientation to the 

Land-Grant Concept, H. W. Hannah 
Land-Grant Centennial Exhibits, Hadley Read 
Hallmark-sponsored Centennial Art Exhibit, A. S. Welli 
Commencement, L. A. Bryan 
College Convocations, L. H. Lanier 
Chicago Professional Colleges, Robert G. Kesel 
Chicago Undergraduate Division, Harold N. Cooley 

G LC J_ f-g"^^ 






DEC U 1961 

\[]ie Role of the University of Illinois in Internatio)^ Affairs 




No. 24, November 30, 1961 

Approximately 100 University of Illinois faculty 
nembers will participate in a day-long meeting Satur- 
lay, December 2, to discuss the role of the University in 
aternational affairs — a growing role that is largely the 
esult of developments in relations among nations of the 
ist decade and a half. 

The occasion will be a Special Faculty Conference 

lOnvened by President David D. Henry to assess present 

ctivities of the University of Illinois in international 

ffairs and consider possible means of meeting the Uni- 

jiersity's responsibilities in this field in the future. 

I Four topics are included on the conference's agenda: 

il) area study programs, (2) the role of non- Western 

ibject matter in the undergraduate curricula, ( 3 ) over- 

:as programs, and (4) training for overseas service. 

'hese four discussion periods — two each in the morn- 

ig and afternoon — will be followed by an evening 

enary session at which resolutions will be considered 

I the conference participants. 

I Faculty members attending the conference have been 

ovided with literature describing existing programs of 
e University of Illinois in international affairs as well 
materials on the activities of other universities. The 
idely cited Ford Foundation study, The University in 
odd Affairs, is among the publications supplied to 

I The first morning session dealing with area study pro- 
ims will consider, among other matters, the Univer- 
y's present area programs (Latin America and Rus- 
), the purpose of area study programs, the role of 
iguage instruction in such programs, the relationship 
c area studies to the traditional disciplines, financing 
4;a programs, cooperative development of such pro- 

grams with other universities, summer programs of area 
study, alternate methods of meeting the nation's needs in 
the field, and possible lines of future development at the 
University of Illinois. 

The role of non-Western subject matter in the under- 
graduate curricula will be discussed at the second morn- 
ing session. The amount and type of non-Western 
material in presently offered courses, the role of such 
material in undergraduate instruction, the desirability 
and possible means of expanding the amount of non- 
Western material to which the undergraduate is exposed, 
the experiences of other universities in dealing with this 
problem, and the relationship of possible lines of devel- 
opment in this field to the general subject of curricula 
change will be considered. 

Overseas programs will be the subject of the opening 
afternoon meeting. This session will deal with both Uni- 
versity contracts (such as the Illinois ICA contracts in 
India) and overseas campuses. The University's activi- 
ties in India, the purposes and results of such contracts 
(and the experience acquired in executing them), and 
ways in which the University may best fulfill this type 
of international responsibility are among the questions 
to be considered at this meeting. The discussion of 
overseas campuses will include the purpose of such facil- 
ities, the experiences of other institutions in this field, 
and possible alternate methods. 

The problem of the University's responsibilities for 
training its students for overseas service — private as 
well as governmental — will be examined at the final 
afternoon session. The adequacy of existing facilities for 
providing such training, the relationship of training of 
this sort to the various curricula, special facilities for 

"peace corps" and other such short-course instruction, 
and the type of education best suited to prepare students 
for overseas service will be discussed. 

President David D. Henry will preside over the con- 
ference, which will meet in Room D of the Law Building 
for its morning and afternoon sessions and in the Illini 
Union for the evening dinner and plenary meetings. 
The dinner meeting will be addressed by Professor 
George E. Taylor, Director of the Far Eastern and Rus- 
sian Institute of the University of Washington ( Seattle ) . 
Professor Charles E. Hucker of the Department of His- 
tory at Michigan State University (Oakland) will be a 
special consultant. 

The attending faculty members will represent all the 
colleges of the University, including the Chicago Profes- 
sional Colleges and the Chicago Undergraduate Division. 
Three representatives of the Student Senate will also 
attend the conference. 

The conference's steering committee has prepared a 

list of suggested topics for the four major subject divi- 
sions of the agenda, and this has been forwarded to i 
participants together with the literature on the Univer- \ 
sity's activities in these areas (and those of other institu- ' 
tions). This is intended primarily as a general guide, ij 
however, and it is anticipated that other appropriate'! 
questions will be raised by the participants. 

The final session of the conference, which will start 
at 8 p.m., will consider resolutions dealing with the 
topics discussed at the morning and afternoon meetings, j 
Professor Claude Viens is chairman of the resolutions! 
committee, which also includes Alden Cutshall, J. A. I 
Russell, M. B. Russell and Royden Dangerfield, secretary. 

Members of the steering committee which has made I 
arrangements for the conference include J. B. Casa- 
grande, H. G. Halcrow, P. E. Klassen, J. W. Peltason, 
Jack Stillinger and Richard Butwell (chairman). Roy- 
den Dangerfield and George Bargh have worked closely 
with this committee. 

University Building Program Committee 

president's memorandum to deans, directors, and department heads, NOVEMBER 14, 1961 

On August 26, 1959, I wrote to you about the reor- 
ganization of the University Building Program Commit- 
tee. (Faculty Letter Number 3, October 22, 1959.) 
You will recall that certain of the functions of the former 
Building Program Committee are now assigned to the 
three Campus Planning Committees. 

The experience of the last two years has supported 
the basic soundness of the new plan. In the light of 
experience, however, it seems desirable to modify the 
membership of the University Building Program Com- 
mittee, and to bring the three Campus Planning Com- 
mittees into closer parallelism as to duties and method 
of operation. 

The general division of responsibilities between the 
University Building Program Committee and the three 
Campus Planning Committees will remain essentially the 


The following are the functions assigned to the Uni- 
versity Building Program Committee: 

A. Definition of planning standards which will be 
applicable to all campuses. 

B. Establishment of priorities for the biennial pro- 
gram for all campuses. 

C. The maintenance and continuing appraisal of a 
long-range University building program. 

D. Actions on other matters referred by the Presi- 
dent. ! 

In order that the Committee may perform 
functions more effectively, it seems desirable to changej 
its membership so as to achieve: (a) greater coordinaJ 
tion between educational planning and the planning oil 
facilities; (b) closer interrelationships between the Build; 
ing Program Committee and the three Campus Planning 
Committees; (c) closer relationship between budge 
planning and recommendations for campus development 

Accordingly, the membership of the University Build 
ing Program Committee will consist of the Vice Presi 
dents, the Dean of the Graduate College, the thre 
Chairmen of the Campus Planning Committees, an( 
one or more members-at-large selected during a givei 
biennium according to the need for advice concernin; 
particular problem areas. 

For the biennium 1961-63, the following have bee 
designated to serve as members of the University Build 
ing Program Committee: L. H. Lanier, Chairman 
G. M. Almy, J. S. Begando, H. O. Farber, K. W 
Madison, J. P. Marbarger, N. A. Parker, R. N. Sullivar 
F. T. Wall. 

The following members of the administrative sta; 
will serve in a staff capacity to the Building Prograi 
Committee and will attend its meetings: C. S. Haven 
H. D. Bareither, J. V. Edsall, D. C. Neville. 


The Central Office on the Use of Space, working 
with the Building Program Committee of each of the 
I colleges, will advise the University Building Program 
Committee as to: 

( 1 ) The present utilization of assigned space. 

(2) Relative urgency of projected space needs. 

The Physical Plant Department will advise the Uni- 
iversity Building Program Committee concerning: 

(1) Estimates of utility, campus improvements, and 
other service needs. 

(2) Building sites. 

(3) Construction cost estimates. 

(4) Studies undertaken at the request of the Com- 

In order to keep the College Building Committees 
(informed, a report on the status of planning will be sent 
periodically by the Planning Office to the Chairman of 
each Committee. 

The University Building Program Committee will 
also serve as a Special Advisory Committee to the Presi- 
dent in making recommendations concerning the devel- 
opment of the Congress Circle Campus, Chicago. 


The responsibilities of the campus planning commit- 
tees are as follows: 

1. Recommendation concerning local campus plan- 
jiiing policies and procedures. 
I 2. Recommendations concerning long-range plans 

ior new facilities, including those needed for general 
ultural and recreational purposes. 
3. Consideration and formulation of recommenda- 
ions on matters referred by the Building Program Com- 
jnittee, the Physical Plant Department, and the Central 
Office on the Use of Space. 

The Physical Plant Department and the Central Of- 
ice on the Use of Space will provide staff services to the 
hree campus planning committees. These offices will be 
jxpected, of course, to work directly with divisions con- 
lerned with building projects, within the general over- 
'iew of the Campus Planning Committee. In some in- 
tances, the Committee will serve chiefly as a medium of 

V. Urb ana-Champaign Campus 

Dean Russell N. Sullivan will serve as Chairman of 


the Urbana-Champaign Campus Planning Committee 
for the biennium 1961-63. The other members of the 
Committee will consist of one member each designated 
by the dean of each of the following educational units: 

College of Agriculture 

College of Commerce and Business Administration 

College of Education 

College of Engineering 

College of Fine and Applied Arts 

Graduate College 

College of Journalism and Communications 

College of Liberal Arts and Sciences 

Library and School of Library Science 

College of Physical Education 

College of Veterinary Medicine 

It is understood that the chairman of the facilities 
planning committee of the college or other administra- 
tive unit will be the representative of that unit on the 
Campus Planning Committee. If no college planning 
committee has been established, then the dean will des- 
ignate a representative to the Campus Planning Com- 
mittee to serve for the biennium. 

B. Chicago Professional Colleges 

Professor J. P. Marbarger will serve as Chairman of 
the Campus Planning Committee for the Chicago Pro- 
fessional Colleges for the biennium 1961-63. The other 
members of this Committee will be appointed by the 
Vice President in charge of the Chicago Professional 

C. Chicago Undergraduate Division 

The interim ad hoc committee which was appointed 
in August 1959 to advise the President concerning plans 
for the new campus of the Chicago Undergraduate 
Division has completed its task and been discharged. 
Henceforth, the Campus Planning Committee for the 
Chicago Undergraduate Division will have the same re- 
sponsibilities as the planning committees on the other 
two campuses. 

Professor K. M. Madison will serve as Chairman of 
the Campus Planning Committee for the Chicago Un- 
dergraduate Division during the biennium 1961-63. The 
other members of the Committee will be appointed by 
the Vice President for that campus, to serve for the two- 
year period. 

'J n/i 




No. 25, December 12, 1961 

Report of President's Special Faculty Conference, December 2, 1961 

The President's Special Faculty Conference on Inter- 
t national Affairs examined a wide range of institutional 
[and individual responsibilities inherent in the role of a 
great university in the second half of the twentieth 
I century. A major assumption underlying much of the 
discussion was the belief that consideration and appro- 
priate use of a comparative cross-cultural approach is 
essential to professional competence in most areas of 
! teaching, research, and service. 

The Conference participants adopted recommenda- 
tions dealing with some ways of implementing the 
University's responsibilities in the light of the basic 
"assumption noted above. These recommendations can 
convey neither the feeling of need and urgency nor the 
sense of opportunity and challenge revealed in the dis- 
cussion. A persistent undercurrent of feeling voiced at 
the Conference was that such recommendations are not 
{peripheral to the life of the University, but rather repre- 
isent a shift in the center of gravity of the total intel- 
liectual perspective. 

I The recommendations should be interpreted in the 
pontext of the basic assumption, and in the light of the 
I'oUowing needs and expectations: 

(a) The need to find efficient and economic ways of 
plosing gaps which still exist in the University's programs 
jind activities relevant to major world areas and prob- 

I (b) The necessity of strengthening programs and 
loractices basic to cross-cultural orientation, teaching, 
ind research in all disciplines. 

(c) The expectation that increasing confrontation 
vith other major cultures will lead to improved under- 
iltanding of Western culture and provide opportunities 
b re-examine traditional concepts. 


I 1. Current University activities in international af- 
lairs should be greatly expanded. 

I 2. The University should introduce instruction in 
on- Western languages. 

3. The Conference notes with approval the develop- 
ment of the Center for Russian Language and Area 
Studies and the Center for Latin American Studies and 
recommends further strengthening of their programs of 
teaching and research. 

4. The development of both area studies and inter- 
national studies concerned with problems of global sig- 
nificance should be encouraged. In both cases the ap- 
proach should be comparative and interdisciplinary. 

5. The President is urged to clarify administrative 
responsibility for the development and coordination of 
additional area study programs, including both teaching 
and research, and for the recommendation of priorities. 

6. The University of Illinois should develop minimal 
programs for important areas but should not attempt to 
develop programs in depth for all areas. Consideration 
should be given to the possibility of the Committee on 
Institutional Cooperation's recommending that particu- 
lar universities assume responsibility for different areas. 

7. Deans and executive officers of departments are 
urged to initiate review of the interests and requirements 
of their disciplines for courses with an international or 
foreign area emphasis, to assess faculty resources and 
needs, and to initiate action through normal channels to 
meet recognized needs. 

8. It is highly desirable to introduce more non- 
Western subject matter whether by revision of current 
courses or by the addition of new courses. Additional 
faculty may be required for the latter. 

9. The University should consider methods of im- 
proving staff competence in the international aspects of 
the various disciplines, including leaves with pay. 

10. The University should encourage and seek finan- 
cial support for a program of international faculty and 
student exchange. 

[While the above report was approved by the participants at 
the President's Special Faculty Conference on International 
Affairs, it should not be assumed that any particular recom- 
mendation was approved by all participants.] 

Participants in President's Special Faculty Conference, December 2, 1961 

CODE : SCom, Steering Committee ; CR, Committee on Resolutions 


Charles S. Alexander, Assist- 
ant Professor, Geography 

Joseph H. D. Allen, Jr., 
Professor, Spanish & 

Gerald M. Almy, Professor, 

Ernest W. Anderson, Professor 
Agricultural Extension 

Robert S. Bader, Associate 
Professor, Zoology 

Frank G. Banta, Associate 
Professor, German 

George H. Bargh, Administra- 
tive Assistant, President's 

J. Fred Bell, Professor, 

Thomas E. Benner, Professor, 

Mildred Bonnell, Associate 
Professor, Home Economics 

Carl A. Brandly, Dean, College 
of Veterinary Medicine 

Richard Butwell, SCom; 
Associate Professor, 
Political Science 

Kenneth S. Carlston, 
Professor, Law 

Robert L. Carmin, Professor 
of Geography and Director, 
Center for Latin-American 

Joseph B. Casagrande, SCom; 
Professor, Anthropology 

Robert B. Crawford, Assistant 
Professor, History 

Lee J. Cronbach, Professor, 
Education and Psychology 

Royden Dangerfield, SCom, 
CR; Associate Provost and 
Dean of Administration 

Charles C. DeLong, Bursar 

Robert B. Downs, Dean, 
Library Administration 

William L. Everitt, Dean, 
College of Engineering 

Mark G. Field, Associate 
Professor, Sociology 

Ralph T. Fisher, Jr., Professor 
of History and Director, 
Center for Russian Lan- 
guage and Area Studies 

John T. Flanagan, Professor, 

Robben W. Fleming, 
Professor, Law 

George Gerbner, Associate 
Professor, Journalism 

Norman A. Graebner, 
Professor, History 

Joseph R. Gusfield, Associate 
Professor, Sociology 

Harold G. Halcrow, SCom; 
Professor, Agricultural 

Lawrence H. Hansen, Presi- 
dent, Student Senate 

Ralph C. Hay, Professor, Agri- 
cultural Engineering, Co- 
ordinator of International 
Cooperation Programs 

John L. Heller, Professor, 

James T. Hendrick, Vice 
President, Student Senate 

David D. Henry, President 

Donald R. Hodgman, CR; 
Professor, Economics 

Col. William T. Hooper, Jr., 
Associate Professor, 
Military Science 

Louis B. Howard, Dean, 
College of Agriculture 

Mary A. Hussey, Instructor, 

A. J. Janata, Executive 
Assistant to the President; 
Secretary, Board of Trustees 

Robert W. Jugenheimer, 
Assistant Dean, College of 
Agriculture ; Professor, 
Plant Genetics ; Assistant 
Coordinator, International 
Cooperation Programs 

Herbert H. Kaplan, 

Instructor, History 
Charles A. Knudson, 

Professor, French 
Lyle H. Lanier, Executive Vice 

President and Provost 

Solomon B. Levine, Professor, 
Labor and Industrial 

Harry Levy, Professor, 

Oscar Lewis, Professor, 

Philip H. Martin, Vice 
President, Student Senate 

Ross J. Martin, Director, Engi- 
neering Experiment Station 

Ralph E. Matlaw, Associate 
Professor, Russian 

Joseph L. McConnell, Asso- 
ciate Professor, Economics 

James M. McCrimmon, 
Professor, Humanities 

King J. McCristal, Dean, 
College of Physical 

Lawrence E. Metcalf, 
Professor, Education 

Dwight C. Miller, Assistant 

Professor, Art 
Nathan M. Newmark, 

Professor, Civil Engineering 
Charles E. Nowell, 

Professor, History 

Merle M. Ohlsen, 
Professor, Education 

Thomas Page, Associate 

Professor, Institute of Gov- 
ernment and Public Affairs 
and Political Science 

Ralph B. Peck, Professor, 
Foundation Engineering 

Jack W. Peltason, SCom; 
Dean, College of Liberal 
Arts and Sciences 

Theodore B. Peterson, Jr., 
Dean, College of Journalism 
and Communications 

Earl W. Porter, Assistant to 
the President for Reports 
and Special Projects 

Robert W. Rogers, Professor, 

Morell B. Russell, CR; Pro- 
fessor, Soil Physics 

Glenn W. Salisbury, Profes- 
sor, Dairy Science 

Frederick Sargent II, Profes- 
sor, Physiology 

Louis Schneider, Professor, 

Robert A. Schuiteman, 

Director, Office of Foreign 
Student Affairs 

Harold W. Scott, Professor, 

Robert E. Scott, Professor, 
Political Science 

Frederick Seitz, Professor, 

Demitri B. Shimkin, Professor, 
Anthropology and 

Harold R. Snyder, Associate 
Dean, Graduate College; 
Research Professor, Organic 

Jack Stillinger, SCom; Asso- 
ciate Professor, English 

Adolf Sturmthal, Professor, 
Labor and Industrial 

Robert M. Sutton, Associate 
Professor of History; Asso- 
ciate Dean, Graduate 

Harry M. Tiebout, Jr., Asso- 
ciate Professor, Philosophy 

Edward H. Tyner, Professor, 
Soil Fertility 

Claude P. Viens, CR; Asso- 
ciate Professor, French 

Frederick T. Wall, Dean, 
Graduate College 

Allen S. Weller, Dean, 
College of Fine and Ap- 
plied Arts 

John E. Wills, Professor, 
Farm Management 

Peter E. Yankwich, Professor, 
Physical Chemistry 

John Garvey, Professor, Music 


Granville A. Bennett, Dean, 
College of Medicine 

Arlene S. Krieger, Associate 
Professor, Obstetrics 

James C. Plagge, Professor, 

Stanley V. Susina, Assistant . 

Professor, Pharmacy i 

Robert B. Underwood, Asso- 
ciate Professor, Prosthodon- d 


Shirley A. Bill, Associate 
Professor, History 

Alden D. Cutshall, CR; 
Professor, Geography 

Lucile Derrick, Professor, 

Willis C. Jackman, Assistant 
Professor of English; As- 
sistant Dean, Liberal Arts 
and Sciences 

Robert W. Karpinski, Profes-' 
sor. Geology i 

Robert Kauf, Associate Pro- ; S 
fessor. Foreign Languages 

Peter P. Klassen, SCom; Pro- 
fessor, Sociology 

Norman A. Parker, Vice 

Rupert M. Price, Associate ' 
Professor of Physics; As- 
sistant Dean of Engineering,' 

Milton L. Rakove, Assistant 
Professor, Political Science 

Madelaine T. Shalabi, As- 
sistant Professor, Education 

Eugene B. Vest, Professor, 

Charles P. Warren, Instructor, j; 


■'' '^ 

George Beckman, Professor of 

History, University of 

Kansas -'l 

Charles Hucker, Professor of 

History, Michigan State 

University, Oakland 
Ralph H. Smuckler, Assistant 

Dean of International Pro- 
grams, Michigan State 

George Taylor, Director, Far 

Eastern Institute, Universit; 

of Washington 

President's Report on Selected Topics of Current Interest 


For some time I have felt the need to bring to mem- 
bers of the Board of Trustees, with some regularity, a 
brief report of significant current events and other items 
of interest so that the members have this additional 
means to an overview of campus happenings and edu- 
cational achievements. 

Each subject will be in capsule form. Should any 
particular subject be of special interest to anyone, a more 
complete dossier of information can be made available. 


A major report received since the last Board meeting 
is a study of degrees granted by institutions in the United 

I States since higher education began. The study, by 

' Walter Crosby Eells, shows that through 1958-59, the 
University of Illinois has awarded a total of 153,644 
degrees since its founding in 1868. This total ranks the 
University as fifth in the nation for total degrees granted. 
Ahead of Illinois in the tabulations are University of 
California, Columbia University, New York University, 
and University of Michigan. Of these four institutions, 

ji three were founded from 23 to 90 years earlier than the 

[University of Illinois. 


Ifuture teachers in professional semester 

Teachers of the future, preparing for careers in ele- 
mentary and high schools at the University, are now 
tengaged in their professional semester in 76 student 
^teaching centers throughout the state. Three hundred 
|thirty-one such teachers are participating in the program 
ijpnder direction of Professor Theodore Manolakes, head 
bf the University student teaching program. 


I Professor George W. White, head of the department 
[of geology, has received the 5th annual Orton Award, 
nade by Ohio State University to an outstanding alum- 
lus in the field of geology. Professor White, an expert 
m research on glacial geology, has headed the depart- 
ment at Illinois since 1947. 


The University welcomed one of its distinguished 

!;raduates November 20 when Dr. George K. Green, 

;nown as one of the world's best accelerator physicists, 

[eturned to the Urbana campus for a month of lectures 

nd campus activities as a George A. Miller visiting 

irofessor. Dr. Green is chairman of the accelerator 

department at Brookhaven National Laboratory, Upton, 

^ew York, and was in charge of design and construction 

f a 30-billion volt accelerator recently completed there. 

his is the highest energy accelerator in the world today. 

)r. Green, a native of St. David, earned bachelor's, 

laster's, and doctorate degrees at the University. 


Work of the University in the training of high school 
mathematics teachers will continue through 1962-63 
with a grant of $310,800 to continue the Academic Year 
Institute for the National Science Foundation. This will 
be the University's sixth year in the program and by 
June of 1962 the Institute will have trained 335 teachers. 
Forty-five are enrolled in the institute this year. 


Executive Vice-President Lyle H. Lanier reports that 
3,297 of the^4,414 incoming freshmen taking rhetoric 
participated in the University's unique pre-registration 
reading plan. The experimental project applying to both 
the Urbana campus and the Chicago Undergraduate 
Division asked freshmen to read one book from two 
categories on a selected reading list supplied by the • 
University. More than 6,000 books were read, students 

The plan is designed to aid the student in anticipat- 
ing and shortening the period of adjustment to the de- 
mands of University work. 


The first new charter for a local chapter of the 
Junior Engineering Technical Society was awarded No- 
vember 7 to Moore High School at Farmer City. State 
headquarters for the JETS program were established 
this fall at the University with David Reyes-Guerra, in- 
structor in general engineering, as state director. Three 
other charters were awarded November 21 to De Paul 
University Academy, St. Philip Basilica High School, 
and Immaculata High School, all of Chicago. JETS is 
a nationwide organization designed to acquaint high 
school students with engineering much as 4-H clubs 
orient their members concerning agriculture. 


The University's observance of the Land-Grant 
Centennial received national attention from a series of 
three lectures by Allan Nevins, Pulitzer prize-winning 
historian and distinguished University alumnus, who 
spoke October 24, 27, and 31 on the general theme, 
"The State Universities and Democracy." The lectures 
will be printed by the University Press. 


A new edition of the "Life of Jonathan Baldwin 
Turner" was published November 20 by the University 
Press as a part of the commemoration of the 100th anni- 
versary of the Land-Grant Act. The original work was 
written by Turner's daughter, Mary Turner Carrie!, 
and privately printed in 1911. 

Another press publication with a Land-Grant theme 

is that called "Illinois and the Land-Grant Tradition. 
The University of Illinois: Yesterday, Today, and To- 
morrow." This pamphlet is now available for distribu- 
tion. Copy for the publication was prepared by Dean 
Theodore B. Peterson of the College of Journalism and 


Six thousand copies of circulars by the Small Homes 
Council - Building Research Council have been pur- 
chased by the Cleveland, Ohio, Plaindealer for resale to 
its readers. The newspaper purchased 500 each of 12 
different circulars for home planners and builders. More 
than five million circulars under 45 difTerent titles have 
been printed by the Council since its founding in 1944 
to carry on research and information activities. 


The first regional meeting of the Citizens Committee 
was held in Paris on November 21. Programs of the 
regional meetings this year are designed to identify some 
of the specific services the University offers directly to 
the people in their home communities. Speakers included 
Dean Stanley C. Robinson, Division of University Ex- 
tension; Dr. E. F. Lis, Director, Division of Services for 
Crippled Children; and J. B. Claar, Associate Director, 
Extension Service in Agriculture and Home Economics. 
The Southern Region will meet November 30 in 


An mini Loyalty Night was held at East High School 
in Aurora on November 27. The event was sponsored 
by the Greater Aurora Illini Club, University of Illinois 
Foundation, University of Illinois Dads Association, 
University of Illinois Mothers Association, and Univer- 
sity of Illinois Alumni Association. The program, con- 
sisting of selections by the Varsity Men's Glee Club 
under the Direction of Professor Harold A. Decker and 
an address by the President, followed a reception. 


A special University Committee on Student Econom- 
ics was appointed last year to conduct a study on student 
finances and expenses. The report has been published 
and has received favorable widespread attention. It is 
the first detailed authoritative study on the subject and 
the collected data provide the University with informa- 
tion upon which to base policy decisions regarding 
changes in tuition charges, the need for increased loan 
and scholarship funds, the need for an increased number 
of part-time jobs for students, and related items concern- 
ing student economics. 


More than 500 employees participated in a compre- 
hensive and unusual simulated disaster alert November 6 

at the University Hospitals in Chicago. The mock dis- 
aster included a hypothetical explosion in the radiation 
laboratory involving 35 casualties suffering from frac- 
tures, burns, shock and psychiatric problems. The drill 
was monitored by the Chicago Fire Department and the 
Chicago branch of the Illinois Civil Defense office. 


Dr. Isaac Schour, Dean of the College of Dentistry, 
is the recipient of the Henry Spenadel Award for 1961. 
This coveted award is given annually by the First Dis- 
trict Dental Society of New York to the most deserving 
individual or organization making outstanding contribu- 
tions to the advancement of dentistry or the dental 
profession. [ 


Folkways Recordings, a collection of over 750 records! 
encompassing a wide range of subjects has been addedj 
to the Chicago Undergraduate Division recordings li-j 
brary. The collection which eventually will go into the] 
Fine Arts Library includes ethnic materials, plays, poetry! 
folk music, interviews, and readings. 



The University Building Program Committee ha; 
been reorganized to effect (a) greater coordination be 
tween educational planning and the planning of facilij 
ties; (b) closer interrelationships between the Buildin|j 
Program Committee and the three Campus Planninl 
Committees, and (c) closer relationship between budgqj 
planning and recommendations for campus developmeni 

The Building Program Committee now consists qI 
the Vice Presidents, the Dean of the Graduate College 
three chairmen of the campus planning committees, am 
one member at large. Members of the administratis! 
staff will serve in staff capacity to the Committee. 

For the 1961-63 biennium. Dean Russell Sullivan ; 
serving as chairman of the Champaign-Urbana campi') 
planning committee; Professor J. P. Marbarger for tli' 
Chicago Professional Campus, and Professor K. !N!' 
Madison for the Chicago Undergraduate Division. 

The University Building Program Committee wi 
serve as a special advisory committee to the President i 
making recommendations concerning development of tf 
Congress Circle campus, Chicago. 


This, then, is a brief itemization — not all-inclusii 
— of significant University happenings since the la 
Board of Trustees meeting. As indicated in the prefac 
complete information is available on any matter pr 
sented here in brief. If this method of calling attentic 
to important University activity is useful to the mer 
bers, I shall continue to bring similar reports to futu 

i LtuX U^ 






JAN 17 1962 

No. 26, January 3, 19 62 

T^ke ''State of the University'' Message, 196V library 




Although the "State of the University" annual mes- 
;sage is directed to the faculty, its mood derives from the 
temper of the world about us. 

The nation has taken a posture of rnqbilization of its 
energies and capacities in what the President has called 
1 race for peace. Higher education is a decisive com- 
ponent in that mobilization, for national strength comes 
|rom brainpower as much as from missiles ajid from the 
discovery of new knowledge as much as from teaching 
jind applying what we already know. 

Above all other voices, however, the universities must 
j;all out that if we confine our attention to survival in a 
puclear age, human progress will stop. Hence, neither 
panic to hide out nor business as usual can be our choice. 
|Ve are called upon again, as in the dark days of World 
IVar II, to work with all our force for the conservation 

i'nd cultivation of civilized values and human resources 
or a happier future while we assess the means of meet- 
!ig a threatened present. 
1 In the call to contribute its utmost in these times, 
lach institution faces the necessity to accelerate its pace, 
p broaden its scope, deepen its resources, improve its 
Iffectiveness, enlarge its influence, sharpen its goals and 
|o gather to itself the aggressive support of its con- 

These are the premises from which we view the State 
f the University in 1961. 

OPERATIONS, 1961-63 

The status of current operations at the University of 
linois may be succinctly described thus — we are ready 
r 1961-63, but we must hurry up to keep up. 

The current operating budget, built upon appropria- 
)ns by the 1961 General Assembly, although not ade- 

quate to meet all plans, has allowed the University to 
finance the increased costs of existing commitments, to 
provide salary increments in line with most other major 
universities, and to employ additional staflF to meet the 
increases to record highs in enrolment.^ 

Income from gifts and contracts with industry and 
governmental agencies has strengthened the research 
program and other phases of the University's work. 
Eight new facilities, now started, or coming to comple- 
tion, have thus been made possible.* 

Four buildings for the Urbana-Champaign campus, 
underwritten by revenue bonds, supported by student 
fees, should be ready for use in 1962-63. These struc- 
tures are designed to enhance student life by providing 
opportunities for counseling, assembly and service which 
would not otherwise be available.* 

Also related to the improvement of conditions of 

' This address was presented over station WILL-TV in 
Urbana-Champaign at 8:30 p.m., December 14, 1961 and 
again at 8:30 p.m., December 19, 1961. In Chicago it was 
presented over station WTTW at 8 p.m., December 15, 1961. 
Radio station WILL in Urbana-Champaign broadcast it at 
3 p.m., December 15, 1961, and on December 18, 1961 at 
7:30 p.m. it was broadcast over WILL-FM. 

The time limitation for oral presentation required several 
omissions from this text. 

^ On the Urbana-Champaign campus there is a record 
enrolment of approximately 23,000. The Chicago Undergradu- 
ate Division and the Chicago Professional Colleges at the 
Medical Center are at capacity, limited by their facilities to 
some 6800. 

'The Burnsides Research Laboratory (Food Technology); 
Veterinary Research Laboratory (Zoonoses) ; Entomology Labo- 
ratory Building; Gaseous Electronics Laboratory; Institute of 
Labor and Industrial Relations Building; two high speed com- 
puters, one at the Digital Computer Laboratory, one at the 
Coordinated Sciences Laboratory; the Radio Telescope; the 
Moorman Animal Breeding Research Farm buildings. 

* The Assembly Hall, the Student Services Building, the 
addition to the Illini Union, and the Health Services Addition 
to McKinley Hospital. 

student living are the new residence halls. Paid for by 
income from occupants over the period of the use of the 
buildings, the halls recently built have made it possible 
to admit additional students at Urbana-Champaign and 
at the same time to improve the quality of student life. 

New accommodations for 200 graduate students and 
for 1500 single undergraduates were opened in Septem- 
ber. Under construction for occupancy in 1962 are the 
Pennsylvania Avenue Residence Halls for 1000 women. 

These evidences of progress, index as they are to 
quality programs of instruction and research, to achieve- 
ments by faculty and students, to demands for service, 
are gratifying and reassuring. 

They can also be deceptive, however, if they obscure 
what needs to be done. 

The University is in a race with time and demands 
for growth. Construction of academic facilities necessary 
for continuation of an open door policy for qualified 
admissions, made possible by popular approval of the 
Universities Bond Issue in 1960, is on a precarious time 

The master plan for the new University campus at 
Congress Circle in Chicago has been approved and pro- 
cedures have been established to procure working draw- 
ings for specific buildings. Even so, students will be 
turned away from Navy Pier before the new campus is 
ready in 1964. 

At the Medical Center, conditions will remain over- 
crowded and services limited until the completion of the 
new laboratories now on the drawing boards. 

Likewise, at Urbana-Champaign, construction of new 
facilities is being pressed so that the anticipated enrol- 
ments for 1963-64 may be cared for in full. Scheduled 
additions include classrooms and laboratories for Com- 
merce, Education, Electrical Engineering and Physics, 
the Library addition, and offices for a number of depart- 
ments. Some renovated space for Liberal Arts and 
Sciences in existing buildings is part of this time 

The deadlines are critical but we have confidence 
that with alertness and cooperation on the part of all 
agencies involved, we shall manage to hit the time 

The tasks which loom ahead for 1963 are even 

An expanded operating budget will be required to 
staff the four year program in Chicago and to operate 
the new campus. Staff for new enrolments and for the 
operation of new buildings will also be needed on the 
other campuses. 

The highly desirable new programs which have been 
considered, and postponed because of current budget 
limitations, both in Chicago and Urbana-Champaign, 
must be financed if the University of Illinois is to meet 



its obligations to the people of the State and maintain its 
position in the academic world. 

The cost of continuing salary improvement, and the 
rising prices in services, supplies and commodities must 
also be taken into account. 

In short, while the operations in the current bien- 
nium are well planned and sustained, we must gear up 
for a new level in the biennium, 1963-65. 

Of the four areas of planned development — addi- 
tional enrolments, research expansion, extension of pub- 
lic service, and new programs of instruction — the one 
which requires greatest emphasis at the moment is new 
programs. The need to meet new enrolments is statisti- 
cally measurable. The importance of growth in research 
and public service has widespread public attention. Not j 
so obviously described is our concern that the University 
of Illinois should keep pace in the introduction of new 
instructional programs for undergraduate majors and j 
graduate specialization. 

Our first interest here is not only that the University 
should continue to match — or indeed excel — other lij 


first rate universities in scope and quality of instruction j 
or that students at the University of Illinois should have; 
the same educational opportunities as are available ip 
other comprehensive state universities. The chief con' 
sideration is that the State of Illinois should have avail- 
able in all of the sectors of the economy essential to its; 
continuing welfare, the output of professionally trained 
people for which the traditional land-grant state univer 
sity has unique responsibility. 

Instances may be found in every division of the Ufli' 
versity, but I shall suggest a few to indicate the scope, 
of the problem. 

Developments in the sciences arise more swiftly thai 
we can easily absorb them, even with strong suppo: 
from non-State funds. The shifting scientific frontier i 
a permanent condition of academic life. Space science 
including high altitude physics, is now a top priority 
item in the College of Engineering. Less dramatic bu' Efe 
also critical is the need for funds with which to moderniBiiiilJ 
ize obsolescent laboratories in both the biological an 
physical sciences. ;■ 

In the health fields two areas of special intere^ 
illustrate the point. One is the need to prepare teacher 
of nursing who may serve the profession at large as we' 
as our own hospital needs. Second, funds are overduj 
with which to establish training programs in the par^ 
medical fields — for example, in medical technology 
to provide skilled workers needed to staff medical centei' 
and hospitals. 

In Education, outside of the work in mathematic 
we have not done enough to expand and develop e: 
perimental curricular studies and programs for the el 
mentary and secondary schools. Strengthened effort he 



is requiiod if we are to help tlie schools adjust to the 
accumulation of new knowledge in the basic disciplines. 
In the hiunanities and social sciences a promising 
area is the broad field of international studies — and 
most particularly non-Western studies. Here are oppor- 
tunities which embrace a large number of departments, 
which will require organized effort, library and other 
resources, and which represent an insistent need if we 
are to fulfill our obligation to give our students "the kind 
of educational experience which will fit them for life in 
the 21st Century." Related to this larger objective is the 
need to provide expanded programs in linguistics and 
indeed in the study of languages in general. 

It is appropriate here to note, in thus taking stock 
3f what has been done and what remains to be done, 
that we are greatly encouraged by the cordial rela- 
:ionships which exist between the officers of state 
government, the members of the General Assembly and 
he University. Their understanding of the importance 
)f the University's mission and their interest in the en- 
lancement of the University's service is a major factor 
n the ever-increasing distinction of the University of 
llinois and in the growing respect with which its work 
5 regarded by the people of the State and the Nation. 


On September 14, 1961 as a result of the devoted 
IfTorts of many, and after years of planning, the Uni- 
ersity presented a visualization of the new campus in 

Never before in the educational history of our nation 
as there been a committed program for a completely 
ew University setting, with a similar size and scope, 
ithin a comparably compressed time schedule, as that 
lanned for the Congress Circle site. 

When the new campus is occupied in 1964, assuming 
le admission of students into the third year of a limited 
amber of degree programs (with the fourth year avail- 
)le in 1965-66), the student body will number approxi- 
ately 7,500 and grow quickly to 9,000. To provide for 
is number, with buildings, teachers, and service, even 
ith the present base at Navy Pier, is a major under- 
king. Further to provide for the projected growth to 
ore than 20,000 by 1970, is one of the greatest chal- 
iges to confront any institution of higher education 
• d its constituency. 

These enrolment estimates are built on the assump- 
i'n that junior colleges, private institutions, the other 
Vte universities and the Urbana campus will together 
t|ce their historic proportion of the total anticipated 

The financial implications of such a development 
rhuire an educational and campus design based upon 

maximum utilization of space, economy of construction 
and operation, and the greatest possible efficiency in 
the ongoing instructional program. These are the basic 
criteria of the plans announced. 

The inadequacies of a warehouse, such as Navy Pier, 
for a continuing college program, the mounting demands 
for facilities and services for commuting students in an 
area where over half the population of the State reside, 
and the delays in determination of site for the perma- 
nent campus are an old story. We rejoice that the loca- 
tion is now determined, funds are appropriated for the 
first phases of construction, working drawings are being 
prepared, and the initial educational design has been 
approved. Further, important steps in the administrative 
organization of the expanded program have been taken. 

Our visioR for the future of the Congress Circle 
campus is not limited, of course, by what is immediately 
planned. The educational needs of the Chicago metro- 
politan area, the degree to which they can be met satis- 
factorily by existing institutions, and the availability of 
resources for expansion will be under continuing review. 
Additional steps will be recommended as justified by the 
total educational situation in the metropolitan area and 
in the State. 

The development of the University's new campus in 
Chicago is obviously an enormous task, a heavy respon- 
sibility and an exciting opportunity. 


In his recent lectures on the history of the Land- 
Grant Colleges and State Universities, Allan Nevins 
makes the point that the establishment of these institu- 
tions was no isolated phenomenon, but that the Morrill 
Act came out of the times. New theories as to what 
properly constituted higher education had been evolving 
for at least 75 years. The change in theories of higher 
education, in turn, was given momentum by a revolu- 
tionary spirit of innovation and optimism. "Every year 
the faith of the Western Nations in progress was 
strengthened by social, scientific, technological and cul- 
tural advances."^ 

Once there was a change in theory as to what edu- 
cation is or should be, the corollary question became a 
central concern — who should have the new education 
and what social purpose should it serve? 

In answer, Mr. Nevins emphasizes, the rising forces 
for an open society in America gave a resounding re- 
sponse. The people had come to believe "in a democ- 
racy in which men should be free to learn and think and 
speak; free to choose the most congenial calling, and 
pursue it to the highest level; free in religion, conscience 

"Nevins, Allan; "The Ideas of the Founders" (Lecture, 
University of Illinois, 1961). 

and art; free in opportunity and in access to every tool 
that aspiring talent needs. '"^ 

In the record of the Land-Grant Colleges and State 
Universities, it is clear that each generation of leadership 
and each period of growth added a new layer of 
strength through distinctive innovation. After the in- 
stitutions were established and their purposes set forth, 
with emphasis on agriculture and the mechanic arts, the 
battle for a broadly based curriculum in science and the 
liberal arts was fought and won. Then came the diver- 
sification of the professions, including technology, and 
training for them. Graduate education was added, as 
was extension and basic research. 

But within the many changes, Mr. Nevins points out, 
there has been continuity in devotion to a single com- 
mitment — a commitment to serve democracy. 

It was to serve democracy that the three big ideas of 
the land-grant movement evolved — wide educational 
opportunity, comprehensive curricula, and diversification 
of educational service in instruction, in extension, and 
in research. We believe that they are valid today. But 
we must note that they are to be applied to a setting 
totally different from the mid-nineteenth and early 
twentieth centuries. Fundamental accelerating changes 
in American life have occurred and now constitute the 
context for our work. One is the vastly increased popu- 
lation, another is the urbanization of society, and the 
third is the international background — the tensions of 
a Cold War and the complex relationships accompany- 
ing the rise of underdeveloped countries. 

How our institutions may be related to the life and 
environment of our own times as encompassed in these 
three basic areas of social concern is the key question of 
this year when we observe the Centennial of the signing 
of the Land-Grant Act by President Abraham Lincoln 
on July 2, 1862. 

Increased Numbers 

There are many conditions in 1961 which threaten 
educational opportunity as we have understood it. There 
are more people to educate. The costs are higher. There 
is more to learn. The problems of organization are 
larger and more complex. 

An increased population is obviously a first pressure 
in the demand for more educational service, but other 
influences are at work to lengthen the measure beyond 
the arithmetic of the demographers. Almost every area 
of specialized personnel is in short supply. Fighting the 
lag between what is known and what is practiced is a 
primary challenge in every field. At the same time the 
search for new knowledge has become a central drive in 
all areas. Hence, the requirements of the nation for 
developing strength force a search for sources of supply 

of trained manpower now restricted and these questions 
inevitably emerge: 

1. How can the drop-out proportion in the second- 
ary school and the college be reduced? 

2. How may we Induce students with ability who do 
not now enrol in post-high school work to do so? 

3. How may we provide for adults' needs for con- 
tinuing education? The nation's requirement for greater 
productivity suggests that we bring into a higher level of 
service those persons of ability who through lack of 
education or training are working below their potential 

In considering ways and means of extending educa- 
tional opportunity to greater numbers of people, we must 
be mindful of the restrictions which now apply — those 
due to racial or economic inequality, for example. A 
more subtle restriction is the limitation upon the student 
In making his institutional choice or upon the alterna- 
tives before him within the institution he ultimately 
attends. Educational opportunity is affected not alone by 
the closing college door or the economic ability of stu- 
dents. It is also affected by limited alternatives in 
programs available, and by the physical and fiscal limita- 
tions upon the faculty in exploring new ideas or in 
initiating new inquiries. 

Central in the issue of educational opportunity is the 
tuition barrier gradually being built, a development con- 
trary to the philosophical origins of the land-grant move- 
ment and one which threatens Its greatest usefulness 
today. A "means" test, while tolerable as a procedure 
in the disbursement of student aid, is repugnant as a 
screen on who should go to college. The total costs of 
college attendance today are dangerously near the divid- 
ing line where ability to pay is the determining factor." 

May this Centennial year of the signing of the Land- 
Grant Act be a reminder to the American people that 
the nation's greatest resources are her human resources 
— her brainpower, and the freedom of people to work 
where they will, at what they will, and the opportunity 
for an education to prepare for that choice. As long as 
we harvest the talent of the nation from a broad base, 
encourage its freedom of choice, and provide for its 
cultivation through education, we may have confidence 
in our national achievement in the economic and scien- 
tific competition of the world. 

An Urban Society 

The most dramatic change In American life in the 
century of the Land-Grant institutions has been the shift 

" Ihid. "Don Quixote and Sancho Panza." 
''Student Economics at the University of Illinois — Where 
the Money Comes from, and Where It Goes, The University 
Committee on Student Economics, Urbana, Illinois, October 
12, 1961. 

in population distribution to the cities and tlie subse- 
quent development of an urban centered society. 

Today nearly every state is concerned with commu- 
nity development and adjustment. The massive popula- 
tion movements into urban areas have resulted in 
demands and problems toward which the contribution 
of universities, in research and education, beyond the 
regular enrolment of students from these areas, must be 
more specifically directed than in the past. Preparation 
of personnel for government, business, industry and pro- 
fessional service; research on the problems of environ- 
mental planning, on the meaning of cultures and sub- 
cultures, and on the effect of migration and other 
population distribution, on the urban process itself; 
leadership in public services, such as schools, recreation, 
urban rehabilitation — these are but a few of the areas 
of unusual opportunities and unique obligations of the 
modern university as it organizes it resources to con- 
tribute to the solution of the problems of metropolitan 

We must be mindful, moreover, that a city is more 
than houses, factories, stores and numbers of people; 
more than units of government, census tracts, and public 
works. The city exists in spirit as well as in statistics. 

The concern of its citizenry about good government, 
public health, and the common welfare; the efficiency 
of its workers in its multitudinous enterprises ; the expan- 
sion of its civic achievement through the discovery and 
adaptation of new ideas; the enlargement of its heart to 
encompass an understanding of the restricted, the handi- 
capped, and the underprivileged; the capacity for relax- 
ation of spirit, in an atmosphere of culture, refinement 
and inspiration; the ability to inspire its people; these 
qualities are the characteristics of a great city. These 
are qualities nourished by a university. 

The range of present services from the University of 
Illinois to the cities of the State defies succinct summari- 
zation. Nor can the ongoing program of instruction be- 
separated from the measure. For example, in the fall of 
1960 a total of 6,864 full-time students from Cook 
County enrolled at Urbana; this number exceeded Cook 
County full-time day enrolment in any degree-granting 
institution presently located in or near Chicago. Over 
50,000 alumni are now residents of metropolitan Chicago 
and are a vital part of the business, industrial, cultural 
and civic life of that area. 

Nor can the continuing research activity be separated 
from direct application in the life of the cities. A trench- 
ant analysis of consumer habits by a graduate student is 
as serviceable to an urban area as to the student who 
receives academic recognition for the study. 

Many agencies of the University reach into urban 
areas, both through the Divisions of Extension and 
through specialized offices. Advertising and sales clinics. 

short courses for labor and management, health clinics 
for children and adults, in-.service training for nurses, 
teachers, and welfare workers, consultation service for 
government boards and offices are examples — and the 
list continues to a great length. 

But we must do more. 

The newest University-wide effort to serve the metro- 
politan areas is that undertaken by the Office of Com- 
munity Development which will administer a grant re- 
ceived last year from the Ford Foundation. The funds 
will be used to support an examination of new ways by 
which the University may serve the cities of Illinois, and 
to train "urban generalists" for field work in several 
Illinois communities. 

At present the Office of Community Development 
has acquirQ^d a full-time staff, on an inter-disciplinary 
basis, and is preparing research designs for field work in 
Peoria, Springfield and Rockford. Within the Univer- 
sity, the Office is building relationships with groups with 
related interests, such as the Division of General Exten- 
sion, the Bureau of Community Planning, the Institute 
of Government and Public Affairs, and the Department 
of Geography. The long range goal of the Office, and of 
the total University, is to find a technique and organ- 
ization — and to put both to work — to permit the Uni- 
versity to serve urban Illinois, beyond the traditional 
education of individuals, to a maximum degree. 

The National and International Dimension 

From their beginning, state universities have been 
thought of as national resources and they, in turn, have 
sought to identify themselves with national goals. The 
state has been a constituency, not a boundary. The 
conservation of public health, the supply of teachers and 
of talent for other professions, the discoveries in the lab- 
oratory are examples of university functions with na- 
tional significance. 

It is but one step from the university with national 
perspective to one with international awareness in an era 
when national concerns are viewed in the context of 
world affairs. 

Moreover, it is widely believed among university fac- 
ulties, indeed "an article of faith almost universally 
held," that communication of scholars across interna- 
tional boundaries "is not only essential to the advance- 
ment of knowledge but one of the most hopeful means 
of advancing international harmony."* 

Historically, our isolationism in the United States was 
cultural as well as political. We were in fact the leading 
neutralist nation of an earlier day, and our academic 

" "The College and University in International Affairs," 
p. 10 (reprint from 1959-1960 Annual Report. Carnegie 
Foundation for the Advancement of Teaching). 

interest in areas outside of Europe was largely limited to 
trade, military concerns, or missionary effort. Our school 
texts stopped at the Russian border. Asia, the Middle 
East, Africa, and the Pacific were places in the geog- 
raphy book or settings for romantic novels. They had 
little personal meaning for us. 

In our schools and colleges, we are now making 
amends, although obviously we have a long way to go. 
Short of adequately prepared teachers and teaching ma- 
terials, we are trying to catch up as well as we can. Most 
of the universities now have teaching concentrations in 
world area studies, additional foreign languages, world 
history and art, and world affairs. Further, material 
from these subjects is now finding its way into the in- 
struction in other subjects. 

Our lag in international education is understandable. 
Our international consciousness is not very old; it grew 
out of a conflict which we hoped would go away. It is 
only within the decade that we have come to believe that 
the Cold War will last a long time. 

Further, as a people we are only now beginning to 
understand that international awareness is something 
more than a weapon in the Cold War, that understand- 
ing other peoples and other lands, and wanting their 
friendship in an honest way, is a means to national ful- 
fillment in a world community. We are beginning to 
perceive the long truth of the statement that the world 
cannot exist half-slave, half-free, nor half-hungry, half- 
well-fed; half-destitute, half-prosperous; half-ignorant, 
half-informed; half-ill, half-well. "Cultural empathy" 
or world awareness in the human and intellectual sense 
is essential to true international understanding in other 
ways, and education is the" only means of broadly achiev- 
ing this attribute. "This new situation does not impose 
any really new responsibilities on educational institutions 
but only an obligation to review and redefine their stand- 
ing responsibilities in the context of a changing world."® 

As instruments of the democratic idea, as institutions 
concerned with national goals, and as a means of edu-' 
cational liaison between national concerns and the state 
community, the state universities, along with many 
others, have come to have an international dimension in 
their work. Activities in this area, including those sup- 
ported by the federal government, are channeled in five 
ways : ( 1 ) instruction for foreign students and faculty ; 
(2) assistance in the development of foreign universi- 
ties; (3) resident instruction in international studies for 
U.S. nationals who are preparing for foreign service; 

(4) research to support international studies; and 

(5) adult education in international studies for U.S. 

Perhaps the contract programs abroad are as well 
known as any of the University of Illinois international 
activities. At present we have three contracts with the 

U.S. Agency for International Development (formerly 
I.e. A.) , in agriculture and engineering, for sums totaling 
over $3,000,000. One is a regional contract whereby 
technical assistance is furnished to eleven Indian institu- 
tions in Uttar Pradesh and Madhya Pradesh. Another 
provides aid to the Indian Institute of Technology at 
Kharagpur, the first of four major engineering colleges 
established by the Indian Government after Independ- 
ence. Third, Illinois specialists have been of material 
help in drawing up plans and providing other services in 
the establishment and development of the Uttar Pradesh 
Agricultural University. Finally, we are at present nego- 
tiating with A.I.D. concerning a plan whereby the Col- 
lege of Medicine may assist in the reorganization and 
development of a new medical school in Thailand (at 
Chiengmai) . 

The significance of these efforts, which is consider- 
able, should not obscure the work of the many special- 
ists from the University who continually provide expert 
service abroad, to public and private agencies. Although 
difficult to tabulate and of an impact sometimes un- 
recorded, this work, cumulatively, represents service of 
incalculable value. 

What other lines of international effort should we be 
following? Perhaps we should undertake additional in- 
ternational contracts and in other fields, such as educa- 
tion, public and business administration. We might 
establish direct working relationships with existing In- 
dian universities, where our experience is greatest, in- 
volving study centers here and in India, making possible 
exchange services for campus and field work in both 

Meanwhile, there is discussion of the best means of 
adjusting resident instruction to the new international 
dimension. Although we have centers for Latin-American 
and Russian studies, with the help of grants, we have 
not yet moved aggressively to establish area studies, for 
undergraduate majors or graduate work, in the Far East 
or indeed for the total non- Western group of nations. 

A number of faculty study groups have analyzed our 
resources and have provided recommendations and a 
time-table. It is evident that we do have certain 
strengths in personnel, but what seems necessary now is 
planning on a University-wide basis; curricular revision 
or expansion, including the introduction of new lan- 
guages; additional library resources, including language 
specialists; and efforts to enlarge the experience of pres- 
ent faculty in new areas of interest. An interdisciplinary 
approach is called for, and, as I mentioned earlier, the 
humanities and social studies appear to have great op- 
portunities here. 

^Higher Education and National Affairs, Oct. 19, 1960. 
(Bulletin, American Council on Education; Abstract, Section 
III, 1960 annual program.) 

While considering such developments, the disposition 
to fill existing gaps before attempting to undertake ad- 
vanced research and training centers is sound. We are 
also reminded not to overlook the highly-developed 
regions abroad in our zeal to acquire competence in 
non-Western studies. 

The foreign student population reflects another as- 
pect of the University's involvement in world affairs. Of 
the 1100 students so classified, 750 are in the Graduate 
, College. Some 60 per cent are from non-Western na- 
j tions ; in all some 80 countries are represented. 

Foreign students are obviously an educational asset 
to any campus. The specific ways and means as to how 
best to take advantage of the cultural contribution of 
our visitors are not too clear, however. Moreover, the 
haphazard induction of foreign students into American 
life often creates problems of adjustment and sometimes 
results in the impairment of the best possible personal 
understanding on the part of both Americans and visi- 
tors. It is clear a greater effort must be made properly 
to induct foreign students into campus life and into the 
', alumni relationship once they have left us. 

In exploiting the new frontier in international educa- 
[tion and research, additional financial resources are 
needed. Some, obviously, are the responsibility of the 
State; some should come from the Federal Government; 
and some will have to come from Foundations and pri- 
vate donors. This support will be forthcoming only if 
'the educational outcomes are broadly understood and 
;the realities of ways and means are clearly and under- 
jstandably set forth. We all have an obligation to par- 
Iticipate in the interpretation of the international dimen- 
Ision of our work. 



In this Centennial Year of the signing of the Land- 
jGrant Act, as we honor the past and refocus on present 
[End anticipated changes, it is encouraging to note that 
the old dichotomies in public discussion are out of date. 
How, it was once asked, can you deal with large num- 
bers and provide quality education? Be professionally 

motivated and liberally educated? Conduct basic and 
applied research? Concentrate on undergraduate and 
graduate education? Emphasize teaching and research? 
Or, more recently, meet international and domestic 

In reply, the answer comes back, at Illinois and at 
other state universities across the country, and indeed, 
in non-state institutions as higher education has moved 
to adopt many of the features of the Land-Grant pattern 
— we are doing both and will continue to do both. 
Over the 100 years, the critics have been confounded. 
The great experiment of the 1860's has been a success. 

However, there is no room for complacency. Our 
aspirations exceed our achievements. In some areas, 
even our best is not good enough. But we have confi- 
dence that new levels of eflfectiveness will be attained as 
we accept and apply to our work the endowment of 
qualities inherent in the Land-Grant tradition, as enu- 
merated by Allan Nevins — optimism, idealism, ready 
acceptance of risks, a taste for action, and realism.^" 

Further, our attention is not alone on the new em- 
phases which I have here outlined. There is the peren- 
nial struggle to improve — to be the best possible, not 
only with the resources at hand but with new resources 
to be found. This effort has to do with the continuing 
improvement in the quality of the student body, with 
better methods in recruitment of faculty, and with up- 
graded working conditions for increased effectiveness. 
There is also the search for heightened efficiency, which 
includes the removal of the obsolescent, the breaking of 
stereotypes, and the trimming out of the non-relevant as 
we define our goals and appraise our courses, our pro- 
cedures, our attitudes, and our activity. 

In 1961, the new and the old join in many ways. 
"New occasions teach new duties" but these come to us 
within the pattern created by the threads of continuity 
in a century of development of the Land-Grant idea. Let 
us be grateful for past achievements, present strength 
and new opportunities. 

' Nevins, op. cit. "Don Quixote and Sancho Panza." 


interest in areas outside of Europe was largely limited to 
trade, military concerns, or missionary effort. Our school 
texts stopped at the Russian border. Asia, the Middle 
East, Africa, and the Pacific were places in the geog- 
raphy book or settings for romantic novels. They had 
little personal meaning for us. 

In our schools and colleges, we are now making 
amends, although obviously we have a long way to go. 
Short of adequately prepared teachers and teaching ma- 
terials, we are trying to catch up as well as we can. Most 
of the universities now have teaching concentrations in 
world area studies, additional foreign languages, world 
history and art, and world affairs. Further, material 
from these subjects is now finding its way into the in- 
struction in other subjects. 

Our lag in international education is understandable. 
Our international consciousness is not very old; it grew 
out of a conflict which we hoped would go away. It is 
only within the decade that we have come to believe that 
the Cold War will last a long time. 

Further, as a people we are only now beginning to 
understand that international awareness is something 
more than a weapon in the Cold War, that understand- 
ing other peoples and other lands, and wanting their 
friendship in an honest way, is a means to national ful- 
fillment in a world community. We are beginning to 
perceive the long truth of the statement that the world 
cannot exist half-slave, half-free, nor half-hungry, half- 
well-fed; half-destitute, half-prosperous; half-ignorant, 
half-informed; half-ill, half-well. "Cultural empathy" 
or world awareness in the human and intellectual sense 
is essential to true international understanding in other 
ways, and education is the' only means of broadly achiev- 
ing this attribute. "This new situation does not impose 
any really new responsibilities on educational institutions 
but only an obligation to review and redefine their stand- 
ing responsibilities in the context of a changing world."^ 

As instruments of the democratic idea, as institutions 
concerned with national goals, and as a means of edu-' 
cational liaison between national concerns and the state 
community, the state universities, along with many 
others, have come to have an international dimension in 
their work. Activities in this area, including those sup- 
ported by the federal government, are channeled in five 
ways: (1) instruction for foreign students and faculty; 
(2) assistance in the development of foreign universi- 
ties; (3) resident instruction in international studies for 
U.S. nationals who are preparing for foreign service; 

(4) research to support international studies; and 

(5) adult education in international studies for U.S. 

Perhaps the contract programs abroad are as well 
known as any of the University of Illinois international 
activities. At present we have three contracts with the 

U.S. Agency for International Development (formerly 
I.C.A.) , in agriculture and engineering, for sums totaling 
over $3,000,000. One is a regional contract whereby 
technical assistance is furnished to eleven Indian institu- 
tions in Uttar Pradesh and Madhya Pradesh. Another 
provides aid to the Indian Institute of Technology at 
Kharagpur, the first of four major engineering colleges 
established by the Indian Government after Independ- 
ence. Third, Illinois specialists have been of material 
help in drawing up plans and providing other services in 
the establishment and development of the Uttar Pradesh 
Agricultural University. Finally, we are at present nego- 
tiating with A.I.D. concerning a plan whereby the Col- 
lege of Medicine may assist in the reorganization and 
development of a new medical school in Thailand (at 
Chiengmai) . 

The significance of these efforts, which is consider- 
able, should not obscure the work of the many special- 
ists from the University who continually provide expert 
service abroad, to public and private agencies. Although 
difficult to tabulate and of an impact sometimes un- 
recorded, this work, cumulatively, represents service of 
incalculable value. 

What other lines of international effort should we be 
following? Perhaps we should undertake additional in- 
ternational contracts and in other fields, such as educa- 
tion, public and business administration. We might 
establish direct working relationships with existing In- 
dian universities, where our experience is greatest, in- 
volving study centers here and in India, making possible 
exchange services for campus and field work in both 

Meanwhile, there is discussion of the best means of 
adjusting resident instruction to the new international 
dimension. Although we have centers for Latin-American 
and Russian studies, with the help of grants, we have 
not yet moved aggressively to establish area studies, for 
undergraduate majors or graduate work, in the Far East 
or indeed for the total non- Western group of nations. 

A number of faculty study groups have analyzed our 
resources and have provided recommendations and a 
time-table. It is evident that we do have certain 
strengths in personnel, but what seems necessary now is 
planning on a University-wide basis; curricular revision 
or expansion, including the introduction of new lan- 
guages; additional library resources, including language 
specialists; and efforts to enlarge the experience of pres- 
ent faculty in new areas of interest. An interdisciplinary 
approach is called for, and, as I mentioned earlier, the 
humanities and social studies appear to have great op- 
portunities here. 

^Higher Education and National Affairs, Oct. 19, 1960. 
(Bulletin, American Council on Education; Abstract, Section 
III, 1960 annual program.) 

While considering such developments, the disposition 
I to fill existing gaps before attempting to undertake ad- 
vanced research and training centers is sound. We are 
also reminded not to overlook the highly-developed 
regions abroad in our zeal to acquire competence in 
non- Western studies. 

The foreign student population reflects another as- 
pect of the University's involvement in world affairs. Of 
the 1100 students so classified, 750 are in the Graduate 
College. Some 60 per cent are from non- Western na- 
tions; in all some 80 countries are represented. 

Foreign students are obviously an educational asset 
to any campus. The specific ways and means as to how 
best to take advantage of the cultural contribution of 
, our visitors are not too clear, however. Moreover, the 
j haphazard induction of foreign students into American 
life often creates problems of adjustment and sometimes 
results in the impairment of the best possible personal 
understanding on the part of both Americans and visi- 
tors. It is clear a greater effort must be made properly 
to induct foreign students into campus life and into the 
alumni relationship once they have left us. 

In exploiting the new frontier in international educa- 
tion and research, additional financial resources are 
needed. Some, obviously, are the responsibility of the 
State; some should come from the Federal Government; 
and some will have to come from Foundations and pri- 
vate donors. This support will be forthcoming only if 
the educational outcomes are broadly understood and 
.the realities of ways and means are clearly and under- 
standably set forth. We all have an obligation to par- 
I, Iticipate in the interpretation of the international dimen- 
sion of our work. 


In this Centennial Year of the signing of the Land- 
Grant Act, as we honor the past and refocus on present 
and anticipated changes, it is encouraging to note that 
the old dichotomies in public discussion are out of date. 
'How, it was once asked, can you deal with large num- 
'bers and provide quality education? Be professionally 

motivated and liberally educated? Conduct basic and 
applied research? Concentrate on undergraduate and 
graduate education? Emphasize teaching and research? 
Or, more recently, meet international and domestic 

In reply, the answer comes back, at Illinois and at 
other state universities across the country, and indeed, 
in non-state institutions as higher education has moved 
to adopt many of the features of the Land-Grant pattern 
— we are doing both and will continue to do both. 
Over the 100 years, the critics have been confounded. 
The great experiment of the 1860's has been a success. 

However, there is no room for complacency. Our 
aspirations exceed our achievements. In some areas, 
even our best is not good enough. But we have confi- 
dence that new levels of effectiveness will be attained as 
we accept and apply to our work the endowment of 
qualities inherent in the Land-Grant tradition, as enu- 
merated by Allan Nevins — optimism, idealism, ready 
acceptance of risks, a taste for action, and realism.^" 

Further, our attention is not alone on the new em- 
phases which I have here outlined. There is the peren- 
nial struggle to improve — to be the best possible, not 
only with the resources at hand but with new resources 
to be found. This effort has to do with the continuing 
improvement in the quality of the student body, with 
better methods in recruitment of faculty, and with up- 
graded working conditions for increased effectiveness. 
There is also the search for heightened efficiency, which 
includes the removal of the obsolescent, the breaking of 
stereotypes, and the trimming out of the non-relevant as 
we define our goals and appraise our courses, our pro- 
cedures, our attitudes, and our activity. 

In 1961, the new and the old join in many ways. 
"New occasions teach new duties" but these come to us 
within the pattern created by the threads of continuity 
in a century of development of the Land-Grant idea. Let 
us be grateful for past achievements, present strength 
and new opportunities. 

' Nevins, op. cit. "Don Quixote and Sancho Panza." 

Sana iClI^S 



- glilly B urg 

2 ^03 Libra ry 




JAN 1 "7 1962 No. 27, January 8, 196 2 


The Office of Community Development: Its Purpose and Program 


In August, 1960, the Ford Foundation announced a 
• I grant of $125,000 to the University of Illinois in order to 
support an experimental program of urban studies dur- 
ing a three-year period. The objectives of this program 
were stated as follows in a letter from President Henry to 
the Ford Foundation: 

Under the grant, three specific activities would be under- 
taken: (a) self-study of the University's community services, 
and examination of new ways in which the University might 
most eflfectively serve the state's urban areas; (b) experimen- 
tation in the training of "urban generalists" — people who are 
competent in a variety of fields that touch on urban life, but 
who are not so oriented to a particular disciphne as to keep 
them from effectively analyzing and resolving urban prob- 
lems; and (c) giving several selected Illinois communities 
direct access to the University on an experimental basis, by 
having a staff member assigned generally to inquiring into 
the problems of each community. 

By action of the Provost in September, 1960, the 
Office of Community Development was established 
within the Provost's Office for the purpose of administer- 
ing the grant. This action was recommended by the 
jCouncil on Community Development, an all-University 
jcommittee responsible for study of ways in which Uni- 
jversity research and extension can aid communities in 
jmeeting their problems of development and adjustment. 
j The first year of the grant period was devoted to the 
[preparatory phase of staff recruitment and preliminary 
Idetermination of program. On September 1, 1961, the 
(full-scale operation of the Office was begun. The pro- 
|fessional staff of the Office consists of four members, 
Itrained in the disciplines of geography, political science, 
and sociology. Although all four hold academic appoint- 
jments, they will be devoting full-time to the program of 
(the Office for two years. 

The stated objectives of the grant place the Office of 
Community Development within a larger pattern of 
|>imilar activities supported by the Ford Foundation at 
|:he University of Wisconsin, Rutgers University, the 
University of Delaware, and Purdue University. All 
hese activities have parallel purposes, in that they are 

directed at a broader involvement of their universities in 
contemporary community problems. 

In contrast to the other four programs, however, the 
Office of Community Development is not set up to en- 
gage directly in urban extension activities. Rather, the 
results of this two-year experiment are aimed at provid- 
ing the University of Illinois with a basis for judging the 
relative merits of various means through which Univer- 
sity resources might be appropriately devoted to a con- 
tinuing, organized concern with urban development. 
The Office's primary perspective is, therefore, from the 
standpoint of the University, not the community. For 
this reason, the Office will emphasize a program of com- 
parative research on salient characteristics of three 
medium-sized metropolitan communities in Illinois: 
Peoria, Springfield, and Rockford. 

This research is being designed to give the Univer- 
sity a useful perspective on the processes by which urban 
policy-making is carried out. For example, the Office 
will investigate the role of "expert knowledge" in the 
process by which some aspects of community life become 
issues, and by which the terms of the debate over issues 
are posed. It will look at influences outside the com- 
munity, such as state and federal programs, that tend to 
serve as a foundation and an opportunity for commu- 
nity innovation. It is hoped that this perspective can lead 
to a redefinition of "urban problems" in terms of their 
potential for significant University research and in terms 
of effective extension strategies. 

In addition to its outward look at metropolitan com- 
munities, the Office will maintain close liaison with 
teaching, research, and extension activities on the Uni- 
versity of Illinois campus. Machinery for internal com- 
munication has been established through the appoint- 
ment of an Advisory Board and through structural ties 
with the Council on Community Development. The 
Office will seek to understand the organization and scope 
of present community-centered activities and relate this 
knowledge to the opportunities for study of and service 
to, the state's urban areas. 


Herbert V. Gamberg, Assistant Professor of Sociology, 
Office of Community Development, 62 7 '/2 South 
Wright Street, x 8266 

Nason E. Hall, Jr., Assistant Professor of Sociology, Of- 
fice of Community Development, 62 7 '72 South Wright 
Street, x 8266 

Everett G. Smith, Jr., Assistant Professor of Geography, 
Office of Community Development, 627!/2 South 
Wright Street, x 8266 

James G. Coke, Associate Professor, Institute of Govern- 
ment and Public Affairs; Director, Office of Com- 
munity Development, 627y2 South Wright Street, 


Claar, John Bennett, Associate Director of Extension 
Service in Agriculture and Home Economics. 

Coke, James Guthrie, Associate Professor, Institute of 
Government and Public Affairs, Director, Office of 
Community Development. 

Edelman, Murray, Professor of Political Science, Col- 

lege of Liberal Arts and Sciences and Institute ofi 

Labor and Industrial Relations. 
Ferber, Robert, Professor of Economics; Research Pro-; 

fessor of Economics, Bureau of Economics and Busi-| 

ness Research. Ij 

Fiedler, Fred Edward, Professor of Psychology. I 

Gove, Samuel Kimball, Associate Professor, Institute ofji 

Government and Public Affairs. 
Paul, Sherman, Professor of English; Associate Member 

of the Center for Advanced Study. 
Robinson, Stanley Clay, Dean of Division of University 

Russell, Joseph Albert, Professor of Geography; Head ofj 

Schneider, Louis, Professor of Sociology; Head of De- 
partment. ; 
Steiner, Gilbert Yale, Director and Professor, Institute! 

of Government and Public Affairs. ^ 

Wetmore, Louis Bemis, Professor of City and Regional 

Planning; Head of Department of City Planning anc 

Landscape Architecture; Director of Bureau of Com] 

munity Planning. 

Request for Information on Memberships 
on Advisory Panels, Boards, and Committees 

The University has frequent occasion to seek advice 
from staff members who, by reason of service on boards, 
committees and panels of the various foundations and 
federal agencies concerned with research and education, 
have detailed and up-to-date information of the policies 
of these organizations. It is now proposed to prepare a 
list of staff members who, as a result of such service, are 
in especially good positions to advise departmental of- 
ficers, the Research Board, and the University admin- 
istrators on questions of relationships with these agencies. 
This list will not be published, but will be used for 
internal purposes. When members of the faculty receive 
the request from the University Research Board for the 

annual lists of their publications they will also be res 
quested to list memberships, during the calendar year 
1961 and 1962, in any groups that advise agencies q'i 
the government of the United States, agencies of th-i 
State of Illinois, other than those located on the campu* 
and philanthropic foundations that support research an; 
education. They will also be asked to list any nationf 
offices, and memberships on national committees, i' 
which they serve learned and professional societies. 

It is recognized that some assignments, such as ser| 
ice on certain boards of selection and award committed' 
are performed anonymously and should not be includ&J 
in the lists submitted. * 

Presidents Report on Selected Topics of Current Interest 



Consulting Engineer's Survey of the Profession in 
1960 was a "Portrait of the Man at the Top," a study of 
the background and present status of the average man 
who heads a consulting engineering firm. According to 
the survey, more engineering graduates of the University 
of Illinois head their own firms than are graduated from 
any other engineering college. MIT ranked a close 
second on the list. 

MIT and Illinois lead all other schools in the nun 
ber of doctorate degrees awarded in engineering. Illino 
leads in civil engineering, MIT in other fields. 


Enrolment in University of Illinois extramural class 
makes the semester's final total 33,828, Dean C. \ 
Sanford, office of admissions and records, has reporte 
The total is in contrast to last year's record of 32,12 

A breakdown of the final figures shows 23,059 at 
Champaign-Urbana, 4,619 at Chicago Undergraduate 
Division, 2,143 at the University of Illinois at the Med- 
ical Center, Chicago, and 4,007 in extramural registra- 
tion. Every county in Illinois, every state in the United 
States, and 88 foreign countries are represented. 


State and national leaders in aviation and education 
took part December 9 in an Aerospace Education Sem- 
inar presented at the University of Illinois especially for 
the state's school teachers and administrators. The sur- 
vey of astronautics dealt with why America is going 
into space, how this is being done, what has been done 
and what is planned, both from civilian and military 
aspects. The seminar is one in a series being presented 
across the nation under sponsorship of the Aerospace 
Education Foundation and the Air Force Association. 


Teachers and administrators of 87 Illinois high 
schools met December 6-7 with University of Illinois 
officials and their former pupils now students at the 
University in Urbana, to continue discussions of better 
ways to bridge the gap between high school and college 
, work. Prof. Lowell B. Fisher, coordinator of school- 
university articulation, directed the conference which 
was primarily concerned with English and history. 


Prof. C. O. Jackson, head of the department of 
, physical education for men, served as co-chairman of the 
I Governor's Conference on Youth Fitness December 6-7 
jin Springfield. The Conference dealt with problems of 
fitness and implications in education institutions. Five 
other members of the College of Physical Education 
[faculty participated. 


Five members of the Board of Trustees of the Min- 
neapolis Society of Fine Arts visited the University's 
College of Fine and Applied Arts in Urbana Nov. 29 as 
part of a nationwide tour preparatory to developing a 
jlO-year plan for the Minneapolis School of Art. 
j A typical reaction of the visiting Board is reported 
in this excerpt from a letter to Dean Allen S. Weller, as 
follows : 

"I can't tell you how much I appreciated the time 
that you and your colleagues gave us. . . . We were daz- 
zled by what we saw. Think without doubt your school 
is the best organized and the best equipped that I have 
|;ver seen, and fully measures up to the high praise that 
|[ heard in the East." 


Dr. William C. Rose, Professor of biochemistry, 
emeritus, and Dr. Vincent du Vigneaud, distinguished 

University graduate and Nobel prize winner who is now 
on the faculty at Cornell University Medical College, 
were among five outstanding scientists receiving Nutri- 
tion Foundation awards December 6 in New York. Rec- 
ognition was for fundamental research in nutrition and 
for training young scientists. 

Professor Rose was cited for his classic work in de- 
termining the adult human requirements for proteins, 
and for his notable record of training young scientists. 

Dr. du Vigneaud was cited for chemical studies of 
the sulfur-containing acids in addition to his excellence 
as a teacher of biochemistry. 


McKinley Hospital at the University's Urbana cam- 
pus has received a three-year accreditation from the 
Joint Commission on Accreditation of Hospitals, Dr. 
Orville S. Walters, director of health services, has re- 
ported. This accreditation is the outcome of plans and 
improvements which have been in progress for more 
than two years. Dr. Walters said. 

On the McKinley staff are 110 community physi- 
cians, including 14 of the Health Service physicians. In 
the last year the hospital admitted 2,080 patients and 
treated 2,271 in the emergency room. 


WILL, the University's educational radio station, is 
one of eight stations in the nation chosen to broadcast 
live performances of the Metropolitan Opera Co. this 
year. The schedule began December 9 and the next 
opportunity to hear one of these broadcasts was the 
performance of "Die Walkuerre" at 12:30 p.m., De- 
cember 23. 

The University station broadcasts from sunup to sun- 
down six days per week throughout the year and from 
7 a.m. to 4 p.m. on Sunday on its AM frequency of 580 
kilocycles. FM transmissions are from 4 to 10 p.m. six 
days per week. Included are radio school lessons for 
elementary and high schools which are carried for 30 
minutes five days per week, and a 50-minute University 
classroom of the air three times per week. 


Prof. M. B. Russell, head of the department of 
agronomy, has been elected vice-president of the Amer- 
ican Society of Agronomy and will automatically succeed 
to the organization's presidency next year. 

At the Society's meeting in St. Louis, two University 
of Illinois agriculture students, Vernon H. Reich, Mt. 
Vernon, and Donald E. Dahlstrom, Woodhull, received 
prizes in the society's student essay contest. 


The Atlas of Illinois Resources prepared under super- 
vision of Prof. Fred W. Foster, department of geography, 
was awarded the citation of "Best of Class" in the 1961 
Literature Awards Contest of the American Industrial 
Development Council. 



The 12th National Training Conference of the Na- 
tional Council, Boy Scouts of America, has been 
scheduled in 1963 in the Assembly Hall on the Univer- 
sity of Illinois campus. The conference is the first event 
brought to the University primarily because of avail- 
ability of the new all-purpose facility still under con- 

More than 5,400 people, both Scouts and their pro- 
fessional leaders, will attend. In addition to the As- 
sembly Hall, the conference will use the Illini Union, 
residence halls, classrooms, and recreational areas on the 


Dr. Stuart S. Roberts, senior resident in surgery at 
the University of Illinois Research and Educational 
Hospital, has been granted the ninth annual Mead 
Johnson Award for graduate training in surgery. The 
award is for $3,000 per year for three years. Dr. Roberts 
plans to spend the next two years doing cancer research 
in Memorial Hospital for Cancer and Allied Diseases in 
New York. 


"Symphony No. 1" by Prof. Gordon Binkerd, Uni- 
versity of Illinois composer, has been recorded by the 
St. Louis Symphony Orchestra for release in December. 
The Symphony, commissioned for the 1955 Festival of 
Contemporary Arts, now has received three major per- 


Fourth annual International Week, designed to pro- 
mote better understanding, communication, and friend- 
ship among peoples of the world, was observed Decem- 
ber 1 through 10 at the Urbana-Champaign campus. 
Income from a variety of International Week events is 
used for scholarship funds. 

Foreign student enrolment at the University for the 
first semester totals 1,117, an increase of 154 over 1960. 
The University of Illinois now ranks sixth in the nation 
for the size of its foreign student body which this year 
comes from 88 different countries. 


More than 7,000 fathers of University of Illinois 
students are enrolled this year in the Dads Association, 

Dean Edward E. Stafford, executive secretary, has rei 
ported. The organization awards 12 scholarships annu- 
ally to needy and promising students as determined by 
the University's Committee on Undergraduate Scholar- 
ships. Among the Association's other activities are or- 
ganized counselling programs for prospective students 
and communication among parents of students on Uni- 
versity subjects. 


Executive Vice-President Lyle H. Lanier has been! 
appointed to membership on the National Defense Sci-i 
ence Board for a four-year term. The purpose of this! 
Board is "to advise the Secretary of Defense through the 
Director of Defense Research and Engineering on sci-j 
entific and technical matters of interest to the Depart- 
ment of Defense." Professor Frederick Seitz, head of the 
department of physics, is also a member of the Defense! 
Science Board and this year serves as its vice-chairman, i 


The President's "State of the University" message 
was presented to faculty-staff-students and the public! 
this year entirely by television and radio. The annual 
report was videotaped by WILL-TV for showings in 
Urbana-Champaign December 14 and December 19, ir 
Chicago December 15. WILL-Radio carried a broad- 
cast of the message December 15 and 18. The "State 
of the University" will be printed for distribution anci 
will be the subject of a faculty colloquium. 


A 20-page, well-illustrated brochure on "The Uni, 
versity of Illinois at Congress Circle, Chicago," dealinj 
with antecedent events, architectural design, and educal, 
tional programs has been printed by the University o 
Illinois Press and is available for distribution from thi, 

Office of Public Information. ':: 



Director Leslie A. Bryan, Institute of Aviation, ir 
ternationally known for his work in aviation and edu: 
cation, has been reappointed to the State of Illino' 
Board of Aeronautical Advisors by Governor Ott 

Professor Bryan was first named to the board in 194 
by Governor Adlai Stevenson and twice reappointed b 
Governor William G. Stratton. 

Faculty Colloquium on "State of the University" Message 

A colloquium for faculty and staff to discuss topics raised in the President's "State 
of the University" message has been scheduled by the President from 4 : 00 to 5 : 30 
p.m., Monday, January 15, in Room 171 Law Building. 


r/X 6va^. 

FEB 28 1962 

fiLZiL. >*■;*■ 


; V ^^ji>jft..Lifni«e| 



No. 28, January 31, 1962 

\The Office of Instructional Research: Its Purposes and Program 


The Office of Instructional Research was established 
by the Board of Trustees at its meeting on June 21, 1961 
— as an agency within the Office of the Provost charged 
with two broad types of responsibilities: (a) the provi- 
[sion of information and technical assistance to depart- 
{ments and colleges interested in studying the effective- 
Iness of their respective educational programs; (b) the 
Iconduct of continuing investigation of educational 
Iproblems of inter-college scope and University-wide 

I Under the first category, the Office of Instructional 
Research serves as a clearinghouse for information con- 
cerning developments within and outside the University 
frelated to the effectiveness of instruction. Thus far this 
effort has consisted mainly in the accumulation and in- 
sormal dissemination of information about new instruc- 
ftional methods, materials, and evaluative studies — pri- 
marily for the benefit of the administrative officers and 
faculty members directly concerned. The Office plans 
s soon as feasible, however, to issue a serial bulletin 
:hat will report to a wider faculty audience on Univer- 
iity activities in this field as well as on important devel- 
jpments elsewhere. The latter would include programs 
)f financial support for instructional innovation and 

Other forms of technical assistance available from 
he Office include consultation on the design of instruc- 
ional studies and participation in cooperative projects. 
^ current example of the latter type is a study of student 
['Valuation of instructors (and their courses) being con- 
ilucted jointly by the Department of Psychology and the 
.Office of Instructional Research. Based on experience 
|ained in an earlier pilot study by the Department, a 
evised evaluation form has been devel6ped that permits 
apid electronic scoring and data-processing. The Office 
f Instructional Research assumes responsibility for the 
itter operations. Reports of the results for each course 

(or section) are made direct to individual instructors, 
and summaries of the results (without identification of 
instructors) are sent to the head of the Department. 
It is optional with an instructor whether or not he gives 
the results for his courses to the head of the Department. 

Studies of classroom instruction will be undertaken 
cooperatively — upon the initiative of departments — 
concerning the influence on educational achievement of 
such conditions as teaching methods, learning devices, 
and instructional materials. Although the volume of 
cooperative research will have to be somewhat restricted 
at present due to the lack of staff in the Office of In- 
structional Research, experimentation in certain curric- 
ular areas will be initiated. Outside support will be 
sought for the expansion of such studies. 

The Office of Instructional Research is collaborating 
with the Office of Admissions and Records and the Sta- 
tistical Service Unit in the development of a University- 
wide program for the recording and processing of a 
comprehensive body of data concerning all undergrad- 
uates. Included will be information about family back- 
ground (geographic, socio-economic, educational), pre- 
college education, psychological characteristics (indices 
of aptitudes, interests, etc.), collegiate academic records, 
extracurricular environment and activities, and voca- 
tional goals. The availability of this common pool of 
data — properly encoded on magnetic tape — will serve 
a variety of administrative purposes, in addition to pro- 
viding a foundation for research on admissions policies, 
instructional programs, and the impact of the extracur- 
ricular environment on student achievement and values. 

The Office of Instructional Research will rely heavily 
upon this common pool of student data in meeting the 
second of its two major types of responsibilities — that 
for the study of educational problems of inter-college 
scope and general University interest. Important among 
these problems is the heavy loss of freshmen each year 

due to academic deficiencies and to other causes not 
adequately understood. The Office is planning a system- 
atic investigation of various aspects of this problem, 
with a view to discovering the factors that produce sig- 
nificant differences among students in academic achieve- 
ment, in intellectual interests, and in general attitudes 
towards the University environment as a whole. In the 
light of such knowledge, it is hoped that appropriate 
changes can be made in the conditions found responsible 
for unnecessary freshman attrition. 

The Office will be concerned with research on other 
major aspects of the over-all productivity of the Univer- 
sity as an institution of higher education. Its thousands 
of students represent the highest stratum of the college- 
age youth of the State — a critical component of the 
nation's human resources. The University is obligated 
to provide to these students such guidance and educa- 
tional opportunities as will optimize their individual 
intellectual development and maximize their collective 
contribution to the major dimensions of our democratic 

society. To accomplish these tasks satisfactorily will re- 
quire continuing and improved appraisal of the effec- 
tiveness of our complex educational organization and its! 
varied operations — especially through the application 
of the relevant methods and conceptual frameworks ofj 
the social sciences. Although the methodology of "oper-| 
ations research" in its strict technical sense is not easily! 
applied to educational institutions, this approach can] 
profitably serve as a guide to improvement both in thej 
quality of our educational products and in the econom- 
ical use of the resources available for producing them. 
The Office of Instructional Research represents an effort 
in this direction — focused primarily upon applications 
of general, educational, and social psychology. 

The Director of the Office of Instructional Researchj 
is Robert G. Demaree, an Illinois alumnus who receivecj 
the Ph.D. degree in general experimental psychology ir 
1950. The Office is located at 1203 West Oregon Street] 
Urbana, Extension 2877 or 2468. 

Change of Names for Chicago Campuses 

The Board of Trustees of the University of Illinois 
on November 28, 1961, officially adopted the following 
names for the University's two Chicago campuses: 
University of Illinois at the Medical Center, 

(This replaces the former name "Chicago Profes- 
sional Colleges.") 

University of Illinois at Congress Circle, Chicago' 
(The name of the new campus is a replacement fo 
the present "Chicago Undergraduate Division.") 
The first of these names became effective immedi; 

ately. The second name may be appropriately used t 

designate the area of the new campus, but cannot, a. 

course, be applied to the present Chicago Undergrade 

ate Division on Navy Pier. 

President's Report on Selected Topics of Current Interest 

prepared for the university of ILLINOIS BOARD OF TRUSTEES, 


With a tiny radio transmitter in an Air Force satellite 
utilizing four receiving stations located from Alaska to 
Urbana, University of Illinois scientists are making new 
explorations of the ionosphere. 

The transmitter is circling the earth in Discoverer 
36, a satellite launched December 12 from Vandenberg 
Air Force Base, Calif. It was built at the University 
under supervision of Prof. George W. Swenson, Jr., by 
William W. Cochran, electronics engineer; and three 
student assistants, Joseph C. Hemmer, Huntley; Carl F. 
Stubenrauch, Champaign, and Joseph J. Smith, Grays- 

Transmissions are being received by the University's 
tracking station near the Urbana campus, by a U. of I. 

operated station at Houghton, Michigan, by personn?] 
of the Canadian government's Baker Lake scientific sti' 
tion, and with University of Illinois equipment operate 
by the Army Signal Corps at Adak, Aleutian Islands. 

Work performed on the project at Illinois is su] 
ported by a research grant from the National Aeronai 
tics and Space Administration. 


Dr. Henry S. Commager, noted historian, lecture 
and professor of history and American studies at Ar 
herst College, will speak at the midyear convocation < 
the Urbana campus at 2 p.m., January 28. 

While the ceremonial conferment of degrees 
scheduled for the June exercises, the convocation pi 

I gram honors the candidates for degrees, their families, 
and friends. The midyear graduating class is expected 
' to total 1400. 


Prof. Nathan M. Newmark, head of the department 
of civil engineering, has been named to a three-man 
board which will study whether the Golden Gate Bridge 
at San Francisco can carry rapid transit tracks on a 
deck to be added below the present roadway. 

His selection was from a list of 13 of the nation's top 
engineering educators and consulting engineers nomi- 
nated by President Jay Stratton of Massachusetts Insti- 
tute of Technology and President Lee DuBridge of 
1 California Institute of Technology. 


A specialized laboratory — first of its kind in the 
Chicago area — in which experimental animals are 
raised in a germ free environment, has been opened in 
the medical research laboratory of the University of Illi- 
nois at the Medical Center, Chicago. Germ free animals 
are used in studies of longevity, tooth decay, and other 

, disabilities which bacteria are presumed to influence 

I adversely. 


I, "The Children of Sanchez," widely-acclaimed book 

I by Prof. Oscar Lewis, department of anthropology, will 

be made into a movie within the next year. Lewis' 

anthropological study of five slum dwellers in Mexico 

[City has been named one of the year's (1961) best books 

by Time Magazine. 


More than 200 former students and colleagues of 

Prof. Carl S. Marvel, internationally-known chemist who 

'retired from the Illinois faculty last year, gathered at 

! University of Arizona for a symposium December 27-28 
in his honor. Dr. Marvel, a member of the University 
staff for 45 years, is noted for research in polymers, 
which include plastics and synthetic rubber. 


Dr. Kurt Stern, professor of pathology and patholo- 
gist, Research and Educational Hospitals, University of 
Illinois at the Medical Center, Chicago, has been hon- 
ored with a Fellowship in the New York Academy of 
Science. The recognition was for his scientific achieve- 
ment and for the promotion of science. 


The U. S. Commissioner of Education has approved 
eight additional National Defense Graduate Fellowship 
programs at the University to begin in September, 1962. 
The approved programs provide a total of 22 new fel- 
lowships to graduate students in educational psychology, 
Latin-American languages and literature, linguistics, nu- 
clear engineering, psychology, quantitative economic 
analysis, speechv correction, and structural mechanics. 
A total of 43 National Defense Education Act fellows 
are currently enroled at Illinois under previously- 
approved programs. 


Prof. Harris F. Fletcher, University of Illinois' re- 
nowned Milton scholar, was named "Honored Scholar 
of the Year" for 1961 by the Milton Society of America. 
He was officially recognized at a banquet December 27 
in Chicago. During 1961 Volume II of Prof. Fletcher's 
series of books, "The Intellectual Development of John 
Milton," was published by the University Press. 


Of nearly $6,000,000 loaned by the University of 
Illinois to students in 62 years, only one-tenth of one per 
cent has been uncollectable, figures announced by Vice- 
President H. O. Farber indicate. 

The University's loan funds now total $1,472,444. 
Outstanding when the fiscal year closed June 30 were 
3,687 loans totalling $1,319,426. During the year 
$425,434 was loaned to 2,886 students and $367,893 was 
repaid by 2,820 students. 

Sana J^ll^S 

IM- ^eX 

^5/? vj 



No. 29, February 9, 1962 

Promotion Procedures 

This issue of the FACULTY LETTER is devoted exclusively to inforrrtation relevant to the procedures insti- 
', tuted during the current academic year in the matter of promotion in rank of faculty members. 


At the meeting of the Academic Advisory Council^ 
on November 9, 1961, there was extensive discussion of 
policies and procedures concerning promotion in rank 
of faculty members. The following points were em- 
phasized : 

i 1. In most colleges and divisions, the annual depart- 
mental recommendations for promotion are prepared 
and reviewed during the course of budget preparation; 

and in all cases, these recommendations are transmitted 


Ito the President in conjunction with the presentation of 

ibudget recommendations for the following year. These 

icombined tzisks allow insufficient time for careful review 

( ' The Academic Advisory Council, approved by the Uni- 
f/ersity Council -June 28, 1961, consists of the deans and 
liirectors of the instructional divisions on all three campuses, 
:he Vice President in Charge of the University of Illinois at the 
^Medical Center, the Vice President for the Chicago Under- 
ipraduate Division, the Dean of Administration, and the Vice 
president and Provost. 

! The Vice President and Provost is the Chairman of the 

pouncil, with the Dean of Administration serving as Secretary. 

The Council acts as an advisory body to the Vice President 

Imd Provost and to the President, on major matters of educa- 

lional policy and program. The Vice President and Provost 

jirings before the Academic Council such problems and pro- 

jiosals as seem to him to deserve attention, and any member of 

he Council may have an item placed on the agenda for con- 

ideration at a Council meeting. The Council will not exercise 

j:gislative functions nor will it have any fixed responsibilities 

pr review and recommendation concerning educational matters. 

ut if it so desires, the Academic Advisory Council may make 

i^commendations to the President, to the University Council, 

r to any other appropriate academic body concerning any 

'latter brought before it. Reports of the deliberations of the 

cademic Council are to be given regularly to the University 


of recommendations for promotion, especially on the part 
of the Dean of the Graduate College and the Provost. 

2. Recommendations for promotions generally lack 
sufficient supporting credentials to permit adequate re- 
view and evaluation by central administrative officers. 
It was noted that often such information is submitted to 
the deans and directors of colleges, but that most of it is 
not included with the recommendations sent to the 

3. Undesirably wide variation appears to exist among 
administrative units in standards for promotion — apart 
from expected diflferences arising from the application of 
differential criteria corresponding to differences in as- 
signed duties. 

4. Of greatest importance are the policies, proce- 
dures, and decisions concerning promotion from the rank 
of assistant professor to that of associate professor with 
indefinite tenure. 

In the light of these discussions, the following changes 
in procedure will be instituted: (a) administrative ac- 
tions concerning promotion will be completed in advance 
of the preparation of the annual budget for the follow- 
ing year; (b) new forms for recommending promotion 
will be used, requiring the presentation of more complete 
information concerning the instructional, research, ad- 
ministrative, and service activities of candidates for pro- 
motion; (c) an all-university Committee on Promotions 
will be appointed to advise central administrative officers 
concerning recommendations for promotions submitted 
by colleges and divisions. Professor Robert W. Rogers, 
Head of the Department of English, has accepted the 
chairmanship of the Committee on Promotions. The 

other members recently appointed for two year terms 


Lee J. Cronbach, Professor of Education, College of 

Alden Cutshall, Professor of Geography, Division of 
Social Sciences, Chicago Undergraduate Division 

Harold G. Halcrow, Professor of Agricultural Eco- 
nomics and Head of the Department, College of 

Roger A. Harvey, Professor of Radiology and Head of 
the Department, College of Medicine 

Robert J. Maurer, Professor of Physics, College of 

David L. Nanney, Professor of Zoology, College of Lib- 
eral Arts and Sciences 


Followfing is the calendar for the present year: 

February 12, 1962: All departmental recommenda- 
tions for promotion are due in the offices of deans and 

March 5, 1962: The recommendations from deans 
and directors are due in the Office of the Provost. The 
recommendations will be reviewed by the Committee on 
Promotions, by the Dean of the Graduate College, and 
by the Provost. 

April 1, 1962: Reports of action taken on recom- 
mendations for promotion will be sent to deans and 

New forms for use in recommending promotion are 
being prepared and will be distributed to the offices of 
deans and directors by January 22. 


Administrative officers are urged to give careful con- 
sideration to the status of faculty members who have 
held appointments for five or six years at the rank of 
instructor or assistant professor. Unless special needs 
and circumstances clearly justify a contrary departmental 
policy, all academic departments are urged to proceed 
with all reasonable speed towards the implementation of 
a uniform policy whereby the employment of faculty 
members without indefinite tenure would be limited to 
a total period not to exceed seven years. 


The policies and procedures outlined in the preced- 
ing section obviously are inapplicable to individuals who 
have been members of the faculty longer than six years. 
Many such individuals will have acquired de facto 

tenure by virtue of repeated reappointment beyond the 
time limit at which notice of a terminal appointment 
should have been given. Since the individuals in this 
class are very diverse as to status and as to value to the 
University, virtually the only general procedural rul^ 
applicable to all of them is that they should be clearly 
informed of the department's intentions concerning their' 
prospects of promotion and salary increases. 


Faculty members on appointment with fixed terms 
should be notified whether or not reappointment will be 
recommended, as soon as the decision can appropriately 
be reached. In the case of an individual on a one-yeai 
contract, such notification should normally be given noi^ 
later than the end of the first semester and sooner if the 
decision can be made at an earlier date. An assistanl 
professor on an initial two-year appointment shoulcj 
normally be notified concerning reappointment by thd 
end of his first academic year, if a decision can be satis- 
factorily reached by that time; at the latest, he shouk 
be informed by the end of the first semester of his seconc 
year whether or not he will be reappointed and for wha 
term. It is highly desirable that an assistant professoi 
with more than two years of service be informed at leasj 
one year before the end of his contract whether or nd| 
he will be reappointed. '| 


No terminal reappointment should be recommendqi 
for a period longer than one contract year. Any excep 
tion to this rule should have prior approval of the dea' 
of the college and of the Provost. Such exceptions woul 
be granted only under most unusual circumstances. Th 
head of the department should notify the faculty menjl 
ber in writing when a terminal reappointment is to I' 
recommended, should state that it will be for one ye< 
only, and should do this not later than the end of th 
academic year preceding the terminal year. 

Lyle H. Lanier 


In a memorandum to Deans, Directors, and Hea( 
of Academic Departments dated January 19, 1962, tl 
Executive Vice President and Provost set forth detai 
to be followed in carrying out the promotion procedur 
stated in the above. Included with the memoranda: 
was the form to be used for supplying the supportir 
information for individuals recommended for promotk 
to the rank of associate professor or full professor, whi( 
is as follows: 

(Outline of the form and content of the statement of "Supporting Information" to accompany 
recommendations for associate professorship and full professorship.) 

College Date— 



1. Undergraduate teaching. 

2. Graduate teaching. 

3. Development of new teaching methods or materials. \ 

4. Contributions to course or curriculum development. 

5. Other contributions to instruction. 


L Attach a separate list of publications, papers, and other creative works, preferably in chronological order, 
including: (a) books; (b) monographs or bulletins; (c) articles; (d) reviews or abstracts; (e) papers 
(if read at meetings of learned societies) ; (f) other creative works. 

2. Brief evaluation of one or two most significant publications, papers, or other creative works in terms of 
originality and importance. 

3. Describe briefly the nature of current research or other creative work in progress. 

4. Editorship of journals or other learned publications. 

5. Supervision of research. 

Cooperative research projects. 

Number of master's theses: currently . ; past 5 years 

Number of doctoral dissertations: currently ; past 5 years 


6. For nominees to the rank of full professor, give names and addresses of two distinguished scholars outside 
the University of Illinois who can be expected to be familiar with the work of the nominee. 

1. Offices held and other services to professional societies. 

I 2. Consultation (industry, education, government). 

I 3. Extension work (other than teaching) . 

4. Clinical services. 

1 5. Other (including International Programs). 


1. Academic advising. 

2. Special counseling services. 

3. Advisor to student groups and organizations. 

4. Health services. 

5. Other student services. 


1. Departmental committees. 

2. College or University committees. 

3. Administrative offices. 

4. Other administrative services. 

/ C' (A- -J— Y?" 


APR 9 1962 





». \jk^^ 

No. 30, February 23, 1962 

\Statc Board of Higher Education 


"Illinois has every reason to be proud of its institu- 
tions of higher learning, whether they be privately en- 
dowed or publicly financed."^ 

The Board of Higher Education is charged with the 
responsibility of preserving and enhancing the effective- 
ness of the state's system of higher education. The Act 
creating the Board (Senate Bill 766, Seventy-second 
[General Assembly) specifies as one of the Board's powers 
and duties ". . . to insure the high quality of higher 
education in this State."^ 

In a general sense it is the responsibility of the Board 
of Higher Education to take part in the coordination 
and planning of this system of higher education. Of 
course, it has no authority to mandate the private insti- 
tutions or the junior colleges (and the Chicago Teachers 
College) although it is directed to "give consideration" 
;to their problems and attitudes, and those of "other edu- 
ipational groups, instrumentalities and institutions" in the 
iformulation of a Master Plan. Nor does the Board have 
jfuU authority to coordinate the work of the state univer- 
riities. The General Assembly of the State, and the three 
governing boards it has established, are entrusted with 
the management and control of the various institutions. 
The Board's responsibilities for coordination are 
imited but are very real. They stem from the provisions 
)f the Act which enjoin the Board (a) to formulate a 
'master plan for the development, expansion, integra- 
:ion, coordination and efficient utilization of the facili- 
ies, curricula, and standards of higher education for the 
public institutions of higher education in the areas of 
Reaching, research and public service," (Section 6), 
b) to have control over "new units of instruction," 

* The minutes of the Board meeting of January 18, 1962, 
tate that it was suggested that the Executive Director "prepare 
n outline of his concept of the Board's responsibilities and 
jow it should approach them." This report is in response to 
tiat request. 

Illinois Commission of Higher Education, Annual Report 
960, p. 15. 

'Section 9 (b). 



(Section 7), and (c) to make recommendations con- 
cerning budgets, (Section 8). These are significant 
powers and grant the Board a substantial role in the 
achievement of coordination. 


The responsibilities of the new Board of Higher Ed- 
ucation naturally divide themselves into three parts. 
These segments, along with some preliminary and tenta- 
tive comments, are as follows: 

1. Formulation of a Master Plan 

While the studies reported in Public Higher Educa- 
tion in Illinois may serve as a starting point, it will be 
proper for the Board to seek to formulate a plan which 
will be more specific and detailed than any which have 
thus far been produced in Illinois. 

The case for planning has been stated by one Illinois 
president as follows: 

"I believe that state-wide planning for higher educa- 
tion is imperative. Institutional expansion without pro- 
fessional study of the needs of the state as a whole or 
of the potential contribution of all institutions supplying 
that need is unwise."^ 

The same president warned that there are "doubts 
and apprehensions" among students concerning the wis- 
dom of planning (or coordination) which enters into 
the area of unified controls and fails to safeguard quality, 
preserve the proper differences in institutional missions 
and operation, and fails to utilize the resources of the 
various faculties in shaping educational policy. 

The Master Plan of California has dealt with a large 
number of topics. These include: 

1. The structure of one of the governing boards. 

2. Identification of junior college functions and 

3. Defining the research functions of various insti- 

^Faculty Letter, No. 1, Sept. 8, 1959, University of Illi- 
nois, p. 1. 


4. Provision for joint doctoral degrees with the Uni- 
versity and the State Colleges. 

5. Designation of the University for professional pro- 

6. Policy of restrictive admissions. 

7. Identification of 22 school districts that should 
establish new junior colleges. 

8. Increased state support for junior college opera- 
tion and capital construction. 

9. Priority list for new state institutions (universities 
and colleges) . 

10. Improved space utilization. 

11. Fiscal recommendations concerning tuition and 
fees, residence halls, parking lots, and student aids. 

12. Expanded emphasis on graduate programs and 
other devices to increase the number of college 

The California plan was developed over a period of 
years. A "Joint Committee of Liaison" had been estab- 
lished by the two governing boards in 1945. In 1951 a 
Joint Staff was provided. A legislative study commission 
report of 1948 was amplified by a "Re-Study" in 1955. 
In 1958 a "Master Plan Survey Team" was created and 
the 1959 legislative session requested the submission of a 
"Master Plan." This plan was presented to the legisla- 
ture in 1960. Parts of this plan were enacted that year. 
Legislation also created a 15-member Coordinating 
Council for Higher Education. 

The California experience warrants careful study 
although it is unlikely that the Illinois situation would 
indicate that it or any other state plan could be success- 
fully imported. In any case, it would seem desirable 
for the Board to enter promptly into this responsibility 

with the expectation of completing the first stage durinc 
1964. I 

2. Analyzing Budget Requests \ 

The Board might well set about to discover if it cai; 
develop useful techniques for analyzing budget request! 
in time for these techniques to be used in the 73rd Bienj 
nial budgets due next November 15. This is undoubted! 
a complex task and it may be that the Board can onl 
develop instruments and/or standards that affect a paij 
of the budgets. However, it is possible that the Boan 
staff may make at least a beginning, in cooperation wit 
the various finance officers of the institutions, in produc 
ing information that is meaningful and comparabk! 
Much has already been done to achieve budget un:| 
formity and understandable justifications. Further prog! 
ress can and ought to be made. I 

3. Approval of New Units of Instruction \ 

This responsibility rests on the Board at once. I 
fact, there have doubtless been programs which th, 
governing boards have approved since last August 2' 
which are awaiting action. The Board needs to develo 
the procedures for submitting such requests and tl 
methods of analyzing them. 

Reasonable and moderate extensions of existing cu 
ricula, research, or public service programs which ha^ 
a direct relationship to existing programs "need not I 

The Act establishing the Board states that "the Boa? 
may, under its rule making power define the characti; 
of such reasonable and moderate extensions." 

The Board may wish to proceed at once to adopt^ 
rule defining such moderate extensions. |j 

The Indirect Research Costs Limit 

of the Department of Health, Education, and Welfare 


I would urge that you carefully read the following 
statement. Copies are being distributed rather widely 
during the present session of the Congress as we join 
other major universities in an effort to seek a remedy to 
the insufficient payment of indirect research costs. 

I believe you should know that it is being commonly 
asserted by Congressional leaders that many University 
scientists believe the fifteen per cent overhead to be 
sufficient. It seems essential that we acquaint our fac- 
ulty members with the facts and with the economic 
implications involved in indirect research costs. 

In the statement we have tried to place the problem 
in its perspective at the University of Illinois, with 
proper emphasis upon our continuing commitment to 
research. It is evident, however, that the present in- 

equity, if unrelieved, eventually may operate to t 
detriment of non-science departments and indeed m 
divert funds which ought to be available for other nee 
of great importance to all of the faculty. 

I hope that you will help familiarize the facu 
members with the economic realities of this question. 


The University of Illinois is firmly committed i 
carrying on research across a broad range of disciplii! 
and at the highest level of professional competence. T; 
objective is basic among the major American univei- 

' A statement of the position of the University of Illir;i 
prepared for general distribution and issued by the Office'' 
the President, January 15, 1962. Staff service by Earl Por' 


i: 1 

ities. In the pursuit of such an aim, for several years the 
University has been engaged in a research partnership 
' with the Federal Government. Increasing sums of money 
'.have been involved and mutual benefit has accrued to 
!both partners in the enterprise. 

Today, however, accelerating costs and accelerating 
research demands pose serious problems in educational 
finance. Specifically, the large sums required of the 
University to support the operation of University- 
government research have limited its capacity to meet 
other obligations. Further, new and pressing obligations 
which soon will arise, increased enrollments in partic- 
Jular, will require more careful scrutiny of all activities. 
Lacking an adjustment of the research cost problems, at 
some point the University may have to limit or curtail 
the development of the cooperative effort with the Fed- 
eral Government. 

The problem is reflected in the issues involved in the 
ceiling placed upon the rate of reimbursement of indirect 
research costs of certain government grants and con- 
[tracts. In 1958, after years of study and negotiation, the 
(Bureau of the Budget prepared a set of principles for 
the calculation of all costs applicable to research con- 
tracts and grants with educational institutions. The 
iBureau requested that all federal agencies apply this 
[formula. The Department of Defense and most other 
[agencies have been able to do so. The Department of 
iHealth, Education and Welfare (HEW) has been a 
jiotable exception. At present, appropriations to HEW 
timit the reimbursement of indirect costs to 15 per cent 
I5f the direct costs — a percentage somewhat less than 
(lalf that usually available under the Budget Bureau 
:ormula. The extent to which this limitation requires a 
".ontribution by the University of Illinois is evident in 
he following: 

For the year ending June 30, 1961, a total of 461 
;rants from HEW was in force at the University. They 
nvolved an annual rate of expenditure of $4,251,000. 
ndirect costs were received at the rate of 15 per cent. 
Nhen the full indirect costs are calculated according to 
he Budget Bureau principles, the amount received by 
he University was $700,000 less than the more appro- 
l)riate and equitable share of the indirect costs. 

1 However desirable the research partnership, it is 
lear that the HEW grants are in fact encumbered gifts. 
They cannot be supported indefinitely by the University 
't the present level, let alone in increasing volume, with- 
ut continuing sacrifice of other services. To increase 
tie present level — as national need clearly will require 
-will be impossible except at the expense of pressing 
eeds related to enrollment, salary increases, other re- 
5arch, or expanded programs. Moreover, it should be 
scognized that the University's financial contribution 
> these cooperative efforts will not be fully reimbursed 
ven if the full rate of indirect cost is paid. For example, 
le time of senior staff members devoted to contract 
isearch, but not charged to contract funds, has and 
■ill continue to represent a sizable financial contribu- 
on. In addition, the University provides quantities of 

existing equipment and facilities, assembles specialists in 
many disciplines, in fact makes available the variety of 
resources which attract research persons and within 
which research flourishes. 

It is relevant here to contrast the existing practice 
with the generous policy which obtains in industrial con- 
tracts with the government. No commercial organization 
would accept a contract without assurance of receiving 
full costs. Accordingly, in its dealings with industry, the 
Federal Government recognizes and pays all costs — 
plus a reasonable profit. 

The contribution of the University is further illus- 
trated by the current space problem. In recent years, as 
the number of grants has increased, there has been en- 
croachment upon space previously assigned to under- 
graduate instruction. The HEW limitation makes no 
allowance for the cost of space, which must be paid from 
other University funds. If funds were available from 
HEW for this purpose, the state funds now used to meet 
growing research costs might be applied to capital pro- 
grams badly needed for other purposes. 

Of major importance to the issue is the fact that 
research and graduate education cannot be separated. 
In fact, research activity is directly related to the pro- 
duction of badly needed teachers and scientists. Yet, the 
magnitude of the University's contribution to govern- 
ment research is producing a hidden impact upon the 
total institution which will eventually cause serious dam- 
age: indirect costs supplied by the University draw 
support away from other urgent needs ; diciplines unsup- 
ported by grants, such as those in the humanities and 
social sciences, may be deprived; progress in improving 
the faculty salary structure may be impaired; library 
resources become inadequate; and always there is the 
demand for maintenance of the plant to prevent 

The implications of the general problem can be 
clearly viewed in the light of financial obligations soon 
to arise. The University must gear up to care for the 
increased numbers of students who will be seeking ad- 
mission in the coming decade. The rapid increase will 
start as early as 1965 and even the most conservative 
projections indicate that there will be severe strain on 
institutional and state budgets. The Federal Govern- 
ment has continually emphasized the importance of pro- 
viding facilities to meet this need. In this context, the 
shortage of undergraduates preparing for careers in the 
health fields is of direct concern to HEW. 

The University of Illinois believes that in the re- 
moval of the 15 per cent limit on indirect research costs 
lies one tangible, readily accessible means by which gov- 
ernment may quickly provide critically needed aid to 
higher education as well as remove an inequity in present 

The question is sometimes asked, why have the uni- 
versities accepted research grants under such costly 
terms? To ask the question suggests a misunderstanding 
of the university function and implies that unreimbursed 
research activities are therefore inappropriate. A uni- 


versity is not in business in the usual sense. There can 
be no profit. The value of the services rendered is 
beyond calculation. In practice, some grants are not 
pursued when space cannot be found, when the institu- 
tion does not feel qualified to make the investigations, 
or when the type of investigation does not accord with 
the purpose or nature of university research. Moreover, 
in general, the notion must be rejected that competent 
scholars should be dissuaded from pursuing research ac- 
tivity of their choice. Nor can projects with predictable 
scientific relevance be easily selected in advance. Yet, in 
daily practice the issue posed for the individual institu- 
tion is this: shall it deny its professors badly needed re- 
search funds which are immediately available and risk 
the dissipation of its research talent in a highly competi- 
tive market? Or, shall it decide to try, somehow, to 
absorb both the unpaid indirect costs of research, as well 
as those partly hidden and of diffuse impact? Under- 
standably, the universities have accepted the grants and 

have sought to hold their research competence intact — 
until the pressures caused by inadequate reimbursement 
actually become so massive as to affect the total opera- 
tion. At the University of Illinois the extent of the 
pressures is now abundantly evident. 

The modern university's task is to assemble research 
talent and encourage its creative contributions. The 
record of achievement by this process is well known, and 
awareness of it is implicit in the growing demands from 
government for more university research. The partner*: 
ship with government has been a fruitful one. Weak* 
nesses in the relationship can mean curtailment of 
development, which in turn will result in national losses: 
losses in college teachers and other professionals who are 
trained by the research process ; losses in research accom- 
plishment; and ultimately, losses in the carefully aS' 
sembled teams of research personnel upon whom the 
effort largely rests. 

College Groups Announce United Front in Support of Federal Aid 
in Building Classrooms, Laboratories, Libraries' 

All major elements of higher education are united in 
support of Federal action to provide optional loans or 
matching grants for assistance in the construction of 
college classrooms, laboratories, and libraries. 

While other legislative proposals are highly impor- 
tant to the colleges, the need for academic facilities holds 
a top priority. The Congress has before it no more im- 
portant or potentially helpful legislation in the field of 
higher education, and there is no other legislative issue 
on which such unity prevails in higher education. 

Careful and extensive studies have demonstrated that 
no program can offer the kind of overall assistance 
needed unless it includes both matching grants and low- 
interest loans. Contrary to the impression current in 
some quarters it is the public institutions, the State col- 
leges and universities, that will suffer most if matching 
grants are not included. Many of the States, including 
those where the enrollment problem is especially acute, 
have constitutional provisions prohibiting a State insti- 
tution from borrowing to finance a non-income-produc- 
ing building — and academic buildings produce no 
direct income. 

Thus a loan program by itself will not solve the 
problem. This is the reason more than 89 per cent of the 
educational institutions and organizations that voted in a 
nationwide poll in 1960 approved a program embodying 
both loans and matching grants. 

As President Kennedy has stated, and as representa- 
tives of higher education for several years have been 
reporting to Congressional committees, college enroll- 
ment is in the process of doubling in a very few years. 
A great upsurge of demand for admission is being 
recorded in this decade as the population boom hits the 

' A statement issued January 23, 1962. 

college level. There is barely time for adequate prepara-. 
tion even if substantial Federal support is supplied at| 

To be fully effective, such support must meet the 
basic needs of the actual system of higher education in; 
this country. It is important to remember that more 
than half of our colleges and universities, enrolling 
nearly 45 per cent of the students, are privately sup- 
ported. Hence the national goal of providing educa-i 
tional opportunities for all qualified young men and 
women can be met only if both public and private insti- 
tutions are expanded and improved. 

The undersigned organizations, emphasizing again 
the critical need of Federal assistance to institutions of 
higher learning for the construction of academic build 
ings, urge that such assistance take the form of a pro- 
gram offering each eligible institution the option of a 
grant to defray up to 50 per cent of the cost of construc- 
tion, or a low-interest forty-year loan to finance such 
construction, the interest rate to be determined under 
the same formula approved for College Housing Loans. 

This statement is signed by the executives of fivel 
organizations in higher education as follows: 

Logan Wilson, President, American Council on Edu- 

Edmund J. Gleazer, Jr., Executive Director, American 
Association of Junior Colleges 

Theodore A. Distler, Executive Director, Association 
of American Colleges 

Russell I. Thackrey, Executive Secretary, Association 
of State Universities and Land-Grant Colleges 

Charles P. McCurdy, Jr., Executive Secretary, The 
State Universities Association 

\l^u^ J- 

•' o;:,rr<onLUHnis 

^ A^ ^ -feert 


m 9 1962 




No. 31, March 19, 1962 

The University of Illinois and Student Riots 

Copies of the following statement issued by President 
David D. Henry on March 7, 1962, were sent to all 
students and to parents of undergraduate students: 

The mobs and riots that have occurred on the 
campus in recent years are of serious concern to the 
University. Property damage has often resulted and a 
number of persons have been injured, some of them seri- 
ously. Violence of major proportions has been inherent 
in each occurrence. 

We know that the great majority of students are 
mature campus citizens. Moreover, student leaders and 
lOrganizations have cooperated in trying to create a 
climate of opinion which would prevent riots and mobs 
and mark participation in them as unworthy of univer- 
sity men and women. We hope that student leaders, as 
well as members of the faculty, will be influential this 
/ear in discouraging the repetition of the mob incidents 
:>i the past. 

In support of their efforts and of the work of the 
law enforcement officers of the campus, the cities, and 
;he State, the Senate Committee on Student Discipline 
las issued the following statement, which was approved 
'manimously at its meeting of January 17, 1962, and 
ivhich I affirm as official University policy. 
j The participation by some students in the water 
ight of last spring suggests that they persist in believing 
hat such conduct is merely an innocent and colorful 
jlisplay of high spirits. These students appear to be 
|.naware or unconcerned that their actions, even if 
imited to assembling in the vicinity of these riots, en- 
anger not only their own lives but the life and limb 

and property of others. The Senate Committee on 
Student Discipline considers participation in these riots 
as an instigator, leader, follower, or bystander as highly 
irresponsible conduct which violates University regula- 
tions and is of such a grave nature as to justify dismissal 
from the University. 

The Committee wishes to make it clear that it will 
vote to dismiss from the University any student involved 
in any way in such riots, not only the active participants 
but those who without authorization willfully assemble 
or remain in the vicinity of such a riot, thereby en- 
couraging the rioting and making it difficult for respon- 
sible authorities to maintain order. 

As in the past, the Committee's disciplinary pro- 
cedures will provide for a fair hearing before action is 
taken, but no student should minimize the seriousness of 
his involvement in any way. 

Furthermore, students and their parents should 
know that in the event of rioting this year, systematic 
procedures have been devised for identifying participants 
on a large scale. All individuals so identified will be 
charged before the Committee on Student Discipline 
with participation in mob action in violation of Univer- 
sity regulations, and will be subject to dismissal in ac- 
cordance with the Committee's statement of January 
17, 1962. 

The statement is made so that the University's posi- 
tion will not be misunderstood. There is no place for 
mobs at the University and there is no place for the 
student who contributes to the creation or existence of 

President's Report on Selected Topics of Current Interest 



"A relatively small number of colleges and universi- 
ties supply the majority of students admitted to U. S. 
Medical Schools each year," the Association of American 
Medical Colleges reports following a survey. 

During the last ten years. Harvard University and 
University of Michigan have headed the list in the 
number of graduates to be admitted to the nation's 
medical schools each year. New York University and 
University of Illinois follow closely in that order. 


Five members of the University of Illinois faculty 
have been awarded two-year grants from the Alfred P. 
Sloan Foundation for basic research in the physical 

The Sloan Research Fellows, all of whom hold 
regular faculty positions, will pursue pure research of 
their own choice under the grants which are effective in 
September, 1962. The University faculty recipients are 
Professor Theodore L. Brown, Professor James C. 
Martin, and Professor Theron S. Piper, all from the 
department of chemistry, and Professor Donald Ginsberg 
and Professor Harvey J. Stapleton, from the department 
of physics. 

Professor Nelson J. Leonard, department of chem- 
istry, is a member of a six-member program committee 
of advisers which reviews nominations for the Sloan 
Research Fellows. Individuals do not apply for these 
fellowships, but must be nominated by the chairmen of 
departments or by other well-established colleagues. 


Professor H. Kenneth Allen, noted tax authority of 
the University of Illinois department of economics, has 
been chosen as research coordinator of a group which 
will study the state's financial condition and ways to 
improve it. He was named to the post by the Illinois 
Commission on Revenue. 

While carrying out this assignment. Professor Allen 
will continue on the staff, but will be given released 
time for the study group's work. This is the second time 
he has been called upon by the state to counsel on 
financial problems. He directed a similar project in 


Professor J. N. Hook, department of English, has 
been appointed by the United States Office of Education 
to direct "Project English" from February until Sep- 
tember, 1962. j 

The project is the federal government's first attempt 
to provide for English teaching some of the assistance 
already given to improving the teaching of science, 

mathematics, and the foreign languages. | 



Professor Willard O. Nelson, department of dairyj 
science, was one of a seven-man panel which went to I 
Argentina in January, at the request of the White House,' 
to study problems of foot and mouth disease. Purpose 
was to aid Argentine scientists to develop a more effec- 
tive research and development program to combat the 
disease. j 


Both income and expenditures of student organiza-i' 
tions and activities on the University's three campuses 
neared one million dollars last year, the annual report: 
issued by Vice-President and Comptroller H. O. Farbejj 
shows. i 

For 1960-61 total income was $980,473 with tota,' 
expenditures of $946,567. The balance is carried for; 
ward for future expansion of programs and as reservei 
for possible future deficits. Social fraternities anc' 
sororities are not included in this report. 


Professor Robert W. Jugenheimer, University of Illi 
nois agronomist, recently visited Nigeria as agronom' 
consultant for the Agency for International Develop 
ment of the U. S. Department of State. ' 

His purpose was to seek to improve corn breeding ii 
Africa through introduction of hybrids and demonstra 
tion of potentials of. corn production through use o 
improved seed and modern practices. 


University of Illinois will be the study center for 1 
winners of science faculty fellowships from the Nation; 
Science Foundation for fiscal 1962. Scholars choosin 


Illinois are from nine states. Nine are in engineering, 
'two in chemistry, and one in mathematics. 
I The University ranked in a third-place tie for num- 
ibers of the National Science Faculty fellows along with 

University of Michigan and University of Wisconsin. 

Leading was Stanford University with University of 

California at Berkeley second. 


Professor Frederick Seitz, head of the University's 
department of physics, presided at the annual meeting 
of the American Physical Society in January in New 
York City. He is retiring president of the Society. 

Professor Seitz reviewed twenty years of research in 
the physics of solids, in which he is a nationally recog- 
nized leader, in his retiring president's address on the 
subject "Atomic Defects in Metals." 


Dean Jack W. Peltason, College of Liberal Arts and 
sciences, was selected to participate in the 1962 Aca- 
demic Deans' Institute February 11-17 at Harvard 

I The deans' institute is sponsored each year by the 
{Institute for College and University Administrators, with 
financial support from the Carnegie Corporation of 
I^ew York. 


|i Broadening the scope of its work in the articulation 

!f students, the University of Illinois held a Junior 
loUege-University Articulation Conference January 11- 
2 at which educators from 22 of the state's junior col- 
!ges met with former students now enrolled at Illinois. 
As has been done previously with high schools, the 
Jniversity is seeking to facilitate the transition from 
unior college to university work through this conference 


An extensive survey into the problems facing three 
rban Illinois cities, Peoria, Rockford and Springfield, 
as been started by the University of Illinois Office of 
llommunity Development. 

f This initial survey is being undertaken as part of a 
|iree-year experimental program of urban studies sup- 
[orted by a $125,000 Ford Foundation grant. 


Four books published by the University of Illinois 
[ress and designed by members of the Press art division 

staff have been named winners in the Sixth Annual 
Midwestern Books Competition. 

Selection was based on typography, design, and 
quality of production. 

The four books are: 

"The Intellectual Development of John Milton, 
Volume II," by Harris Fletcher, designed by Herbert 
L. Sterrett, art editor. 

"Politics and the Crisis of 1860," edited by Norman 
A. Graebner, and "A History of the United States 
Weather Bureau," by Donald R. Whitnah, both de- 
signed by Larry Slanker, assistant art editor. 

"Discourse on Bodies in Water," by Galileo Galilei, 
translated by Thomas Salusbury, with introduction and 
notes by Stillman Drake, designed by Wade Harris. 



Director Mark P. Hale formally assumed duties with 
the Jane Addams Graduate School of Social Work Feb- 
ruary 1. He was appointed August 4, 1961. 


Professor Lee Chesney, department of art, won the 
first prize award for faculty work in any medium in 
the Land-Grant Centennial Exhibit at the Nelson Gal- 
lery and Atkins Museum in Kansas City, Missouri. 
More than 240 works of art by faculty and students of 
the Land-Grant Colleges and State Universities were 


The Ford Foundation has announced a $100,000 
grant to the University of Illinois for "forgivable" loans 
to doctoral students in engineering. Purpose of the 
program is to help meet a growing shortage of qualified 
engineering teachers. 

Qualified students who show need are eligible for 
loans of up to $10,000 for three years. After the doctor- 
ate is completed, the loans to a student will be forgiven 
at $1,000 for every year of service on an American or 
Canadian engineering faculty. 

Grants were made to 42 schools and Illinois was one 
of 10 receiving the $100,000 maximum. 


The University of Illinois has been awarded 22 
National Defense Education Act Graduate Fellowships 
for 1962-63 by the U. S. Department of Health, Educa- 
tion, and Welfare. 

Fellowships are in eight fields: linguistics, Latin- 

American literature and language, educational psy- 
chology, quantitative economic analysis, experimental 
psychology, speech therapy, structural mechanics, and 
nuclear engineering. 


A half-hour television program, "Seek the Monu- 
ment," saluting the University's 94th birthday and 
recognizing the University's role in the Land-Grant 
Centennial observance will be shown on nine stations 
during the week end of March 2-4. 

The production, which traces the history of the Uni- 
versity from the speeches of Jonathan Baldwin Turner 
in the 1850's to the present, was videotaped by WCIA, 
Champaign, through the cooperation and assistance of 
August C. Meyer. 

"Seek the Monument" will be shown Friday, March 
2, by WCIA, WMBD-TV, Peoria, WTTW, Chicago, and 
WHBF, Rock Island; on Saturday, March 3, by WSIL- 
TV, Harrisburg, and on Sunday, March 4, by KFVS- 
TV, Cape Girardeau, Missouri, WGEM-TV, Quincy, 
WTHI-TV, Terre Haute, Indiana, and WREX-TV, 


A second summer Institute in Engineering Tech- 
nology to help instructors in junior colleges and technical 
institutes to up-date their teaching knowledge and 
competence has been scheduled June 18- August 11 at 
University of Illinois. 

The Institute, directed by Professor Jerry S. Dobr^i 
volny, head, department of general engineering, if 
supported by a National Science Foundation grant o: 

Forty instructors will be selected from over the na 
tion to take courses in engineering mathematics, elec 
tronics technology, and machine design technology. 

TOTAL $1,521,169 

Forty-seven training grants totaling $1,521,169 wen 
awarded to the University of Illinois by the National 
Institutes of Health during the last fiscal year endinjj, 
June 30. 

Grants supported research and teaching in the Col 
leges of Medicine, Dentistry, Pharmacy, and Nursing a 
the Medical Center, Chicago, and in the Colleges 0| 
Veterinary Medicine, Agriculture, Education, and Lib 
eral Arts and Sciences, the School of Life Sciences, an( 
the Jane Addams Graduate School of Social Work a 



Professor Joseph B. Casagrande, head of the Univer 
sity's department of anthropology, has been electel 
vice-president and president-elect of the Americaj|i 
Ethnological Society. He will take office at the societyl- 
annual meeting April 13-14 in Washington, D. C. 


The Urbana Police Department has made a survey of cars parked in University 
parking lots that do not have Urbana vehicle stickers displayed, and cars that have 
out-of-state license plates on them. The majority of the cars in the lots did not have 
vehicle stickers and many cars displayed foreign plates. 

All owners or operators of cars living in Urbana must display Urbana motor 
vehicle stickers or be subject to arrest. 

All owners of cars with foreign plates must purchase Illinois plates and Illinois 
driver licenses immediately upon the owner being employed in Illinois. 

The Urbana Police Department will conduct a drive to correct the above situa- 
tion, but felt that some owners and operators did not realize that they must purchase 
the above licenses. They have asked that University employees be informed concern- 
ing the forthcoming drive. 

The enforcement will be increased after March 26, 1962. 

Sana >^U«S 







No. 32, March 30, 1962 

\\ 9 1962 

- i IN THE FUTURE ALL Official Notices WILL BE INCLUDED IN THE Faculty Letter and will not be distributed 


Modification of Convention Travel Policy 


The University's present travel convention policy 
provides for reimbursement to the staff member in an 
amount equal to first-class railroad fare, but not to ex- 
ceed the total amount of expenses paid by the individual. 

The administration of this policy has required staff 
members to keep an itemization of expenses, even though 
■reimbursement is based on transportation costs. Since 
'total expenses are seldom, if ever, less than transporta- 
tion cost, the convention travel policy will be modified 
after April 1, 1962, to provide for payment of first-class 
irailway fare without the necessity of itemizing expenses 

There has been some confusion in the interpretation 
of the amount acceptable for reimbursement as "first- 
class rail fare." To eliminate this confusion, standard 
amounts have been established and the rates for the 
most frequently-used locations are listed below. 

In preparing the Travel Expense Voucher in the 
future for convention travel, it will only be necessary to 
specify that it was convention travel, give the name of 
the convention and the city in which it was held, insert 
the amount as shown on the approved list, and secure 
approval of the Dean. ^ q p^^^^^ 

Vice President and Comptroller 

:0nvention travel rates for urbana 

[mlantic city, new jersey 
jialtimore, maryland 


Minneapolis, Minnesota 






























































lates for other cities will be furnished by the Accounting Division of the Business Office for Urbana-Champaign and by the Business Office of 
l3ch Chicago campus. 

Change in Telephone System 

On June 17 all University telephones will be changed 
over to a direct dialing system known as CENTREX. 
All calls made from the University, as well as those com- 
ing in, will be made directly without the assistance of an 
operator. Operators will be on duty only for handling 
information calls. In addition, all University extensions 
will be changed to five numbers. 

In order to acquaint University telephone users with 
the new system, an orientation meeting will be held on 
April 11 at 4:00 P.M. in Room 112 of Gregory Hall. 
Representatives of Illinois Bell Telephone Company will 
explain briefly how the CENTREX system operates and 

how the change-over may affect typical offices and de- 
partments on campus. They will demonstrate methods 
by which the telephone company can help each depart- 
ment to make the change efficiently and with a mini- 
mum of confusion. All University personnel interested 
in learning about the new phone system are invited & 
the April 1 1 meeting. * 

A supplementary telephone book, listing all ntw 
numbers for faculty and staff, will be issued shortly 
before the change-over in June. 

For further information contact: Robert S. Fox, 420 
mini Union, Ext. 3500. 

President's Report on Selected Topics of Current Interest 



Joining with the University in observance of its 94th 
birthday and commemoration of the Land-Grant Cen- 
tennial, Governor Otto Kerner officially proclaimed Fri- 
day, March 2, as University of Illinois Founder's Day. 

"In its 94-year history, the University of Illinois, 
through its programs of teaching, research, and extension 
service to the people of Illinois, has made great contri- 
butions to the health and welfare, prosperity, and cul- 
tural life of the State, as well as to the nation and to 
other nations of the world," the Governor's proclamation 

"I do hereby proclaim the date of Friday, March 2, 
DAY, and earnestly request all citizens and all organiza- 
tions to salute the University of Illinois for its 94 years 
of progress and to pledge their understanding and sup- 
port to the concept of wide educational opportunity and 
of the social benefit of diversified learning and investiga- 
tion as set forth in the Land-Grant Act and as exempli- 
fied in the history of accomplishment by this distin- 
guished University." 


Final University of Illinois enrolment at Urbana- 
Champaign is at an all-time record high of 21,307 for a 
second semester. Dean C. W. Sanford, Admissions and 
Records, has reported. 

Enrolments at the University's Chicago campuses 
bring the total to 27,627, an increase of 1,515 over 1961. 

Undergraduate enrolment is up by 925 students, gral 
uate college by 266. 


University of Illinois topped the nation in the numf 
ber of bachelor's degrees granted in 1960-61, according 
to a survey by the United States Office of Education; 
The University also ranked second in engineering doc- 
torates and third in engineering master's degrees. 

The report shows the University conferred 847 bach- 
elor's degrees in this period, 323 masters, and 79 docii 
torates. Over the country, undergraduate enrolmenfi 
dropped for the fourth consecutive year but the numbel 
of students seeking advanced degrees continued tcj 

"Cause for concern in the face of increasing need io, 
engineers in America's expanding technology is thi 
decline in undergraduate engineering enrolment over th(| 
nation," Dean William L. Everitt said. "Encouraging! 
however, is the national increase in graduate training foi 
engineers, especially for the doctorate. This is where wi 
train leaders for teaching, research, industry, and fo 
meeting the unexpected." 


University of Illinois Colleges of Medicine and Den, 
tistry at the Medical Center, Chicago, have beei 
awarded General Research Support Grants from th' 
National Institutes of Health which total $329,470. 

This marks the first time grants of this nature hav 
been awarded by N.I.H. They are to be used t 

strengthen further the research training programs in the 
colleges. The College of Medicine received $250,000, 
the College of Dentistry $79,470. 

Ibeginning freshmen show marked scholastic improvement 

The number of beginning freshmen at the University 
of Illinois who were dropped for poor scholarship de- 
iClined sharply at the end of the first semester this year, 
Dean C. W. Sanford, Admissions and Records, reports. 

Whereas 9.98 per cent of beginning freshmen failed 
tscholastically in 1960-61, the percentage dropped to 
4.92 for the first semester of 1961-62. Continued im- 
provement in the quality of entering freshmen was cited 
IS the major reason for the 5 per cent decrease in scho- 
lastic failures. 

Fifty-five per cent of this year's freshmen were in the 
i:op quarter of high school graduating classes and 85 per 
:ent from the top half. 


A cooperative agreement for collaboration on proj- 
;cts of mutual interest between the University's Gradu- 
ite School of Library Science and the Inter-American 
Liibrary School of the University of Antioquia in Co- 
ombia, has been announced by Dean Robert B. Downs. 

The project calls for further training for graduates 
)f the Colombian school at University of Illinois, advice 
)f the Illinois faculty on curriculum planning and devel- 
•pment, and exchange of faculty and publications. 


University of Illinois was host institution of the fifth 
vlidwest Seminar on United States Foreign Policy 
jvlarch 8-10 at Wingspread, Racine, Wisconsin. Spon- 
bring organizations were the Universities of Illinois, Wis- 
onsin, Minnesota, Michigan, and the Johnson Founda- 
(ion of Racine. 

I Sixty leaders from these states from business, agricul- 
are, labor, journalism, civic organizations, and the pro- 
pssions joined members of the universities' staffs in a 
hree-day discussion of "The Conflict of the United 
tates with the Sino-Soviet Bloc in Southeast Asia." 
)ean Royden Dangerfield was seminar chairman. 


' Library Trends, a professional journal on librarian- 
lip published by the University of Illinois Graduate 

,chool of Library Science, has attained international 
atus in less than 10 years. 

First published in June, 1952, the journal now has a 
ibscription list totaling more than 2,500 and goes to 

every state in this nation and to 43 foreign countries. 
Subscribers include college and university libraries, pub- 
lic libraries, special libraries, individuals, and schools. 

"The Future of Library Service: Demographic As- 
pects and Implications," which contains the July and 
October 1961 issues, has been chosen as a working paper 
for an institute on the "Future of Library Education" in 
April in Cleveland. 


Three areas of the University's Urbana-Champaign 
campus are represented by major entries in "Specialized 
Science Information Services in the United States," a 
directory published by the National Science Foundation 
to help scientists ^nd engineers locate and utilize infor- 
mation services. 

Listed with full descriptions of services performed 
are the Small Homes Council-Building Research Coun- 
cil, railroad rails research in the Engineering Experiment 
Station, and the Illinois State Geological Survey, located 
on the campus. 


School administrators, school board members, repre- 
sentatives of educational associations, and faculties of 
colleges and universities met at the University of Illinois, 
Urbana, March 6-7, to probe the place of television in 
Illinois education. 

Principal purpose of the conference was to study 
ways of bringing television instruction to more schools 
and more people. Professor Charles J. Mclntyre, coordi- 
nator of instructional television at the University, 


A bronze plaque to be mounted on the wall of 
Griggsville high school as a permanent tribute by the 
University of Illinois to Jonathan Baldwin Turner will 
be unveiled March 21 at a meeting of the Western 
Central Region, U. of I. Citizens Committee. 

In 1850 Turner made one of the early presentations 
of his state university idea, proposing wide educational 
opportunity, at a meeting in Griggsville. The plaque 
was made possible through a gift to the University of 
Illinois Foundation by Kenney E. Williamson, president 
of the Board of Trustees. 


Professor Gilbert C. Finlay, College of Education, 
has been cited for "Substantial Contributions" to the 

Physical Science Study Committee for work over a four- 
year period in development of a new program of physics 
instruction for high schools. 

His work was praised in a letter to President David 
D. Henry from Dr. James R. Killian, Jr., Chairman of 
the Corporation, Massachusetts Institute of Technology. 
A new textbook and new teaching materials prepared by 
the Committee now are in use in 2,000 American high 


Two University of Illinois faculty members were 
called to Washington March 6-8 to participate in Presi- 
dent Kennedy's Conference on Occupational Safety. 

Participating were Professor John E. Baerwald, di- 
rector, University of Illinois Highway Traffic Safety 
Center, and Professor George W. Harper, industrial 
safety expert in the department of mechanical and 
industrial engineering. 


Professor Frederick Seitz, head of the department of 
physics, has been named by President Kennedy to chair 
a presidential committee on the National Medal of 

Twelve of the nation's leading educators and scien- 
tists will hold membership on the committee to receive 
recommendations from the National Academy of Science 

and nationally representative scientific and engineerinii 

The committee may select as many as four med 
winners in any one year for outstanding contributioi 
in the physical, biological, mathematical, and engineei 
ing sciences. 


The collection of the late Dr. Edward H. Angl(ff 
"Father of Scientific Orthodontia," has been sent to tb 
Smithsonian Institute in Washington, D. C, to be pei 
manently housed there. The collection formerly ha 
been in the Dentistry-Medicine-Pharmacy building ( 
the University of Illinois at the Medical Center, Chicagi 

Establishment of orthodontic training at Illinoj 
marked fulfilment of Dr. Angle's lifelong ambition i 
provide a broader and more scientific foundation f( 
professional men in this field. The collection was loanfj 
to the University following Dr. Angle's death in 1930. ' 


Twelve University of Illinois student architects ha''[ 
received national honors in a competition sponsored 1|, 
the National Institute for Architectural Education. Ur) 
versity students won two of the three top prizes, fojk 
honors, and six honorable mentions. '.y 

Marshall J. Moretta and Max P. Ruppeck, both ji'ii 
Chicago, were top prize winners, respectively, in intii 
mediate and elementary divisions. 






a C:!:^C^ 

Sa4+y— &apg 



Id mmi OF lis 
APR 30 1962 

No. 33, April 16, 1962 

uFresident's Fifth Faculty Conferencf^'KoBertAUerton Park, March 23-25, 1962 
^implementation of the Land-Grant University Ideals in the Next Decade 


At its final meeting the President's Fifth Faculty 
jConference considered and adopted the following report. 

Iij .The report was approved by a majority, but it should 

n not be assumed that each part of the report was ap- 

' , proved by every participant. 

, 1. The University serves the State best by maintain- 
[iRg high standing in the community of universities, by 
jthe scholarly attainment of its teaching faculty, by ex- 
fcellence in basic and applied research, and by the repu- 

* f.ation and products of its undergraduate, graduate, and 
professional colleges. 

2. The University must recognize the vital relation- 
ship between its development as a great university and 
;he development of the State as a dynamic and growing 
"ommunity. This means the University must play an 
|ictive role in helping society solve its problems and thus 
liontribute to state, national, and international progress. 

3. Economic progress in the State will depend in 
jarge measure on ( 1 ) solving the problems concerned 
^ith identifying persons of diverse capacities and pro- 
I'iding them with education to make use of their native 
bility, (2) relieving the large amount of unemployment 
la certain areas of the State, (3) utilizing efficiently all 
jlements of our work force, native and immigrant, white 
ind non-white, and facilitating the transition from rural 
lommunities to cities. The solution to these problems 
an be approached through social science research. More 
ctivity in this area should be encouraged with primary 
lesponsibility remaining in the departments and being 
bflected in the departmental budget allocations. 

I 4. Urbanization as one of our major problems has 
'reduced questions of major significance which are 
,'orthy of serious and continuing research by the appro- 
riate disciplines at the University. Because many of 
lese questions are beyond the scope of individual dis- 
|plines, there is needed a coordinating agency of some 
jsrmanence with a limited staff to encourage, arrange, 
j:id finance task forces, drawn from various disciplines, 
studying these major questions. Existing resources. 


such as the Council on Community Development and 
the Office of Community Development should be uti- 
lized to institute the measures required to encourage 
and support departmental research and task force 
activity and to devise desirable next steps in achieving 
an all-University program. The development of the 
new campus in Chicago will also test the University's 
ability to respond to old and new needs in a new setting. 
Congress Circle will offer unique opportunities for study 
which will enhance the University's capabilities for re- 
search on major problems of society. 

5. The University, to maintain distinction in the 
social sciences, should continue to support its faculty in 
the courageous study of public issues, wherever free in- 
quiry leads, even at the risk of controversy. The Uni- 
versity and the faculty should be prepared to accept the 
consequences of such controversy. 

6. Where beneficial to it and to the State, the Uni- 
versity should develop further means of cooperating 
with industry in research. In this connection the Uni- 
versity should assess the value and feasibility of en- 
couraging industry to locate basic research facilities near 
the University's campuses. One form such encourage- 
ment might take is the creation of "research parks." 
Another form of cooperation would be a pooling of 
scientific equipment and techniques when advantageous 
both to the University and to industry. 

7. The University should actively encourage the de- 
velopment of technical institute programs and other 
technological programs, within the framework of the 
community colleges, throughout the State. The Univer- 
sity should accept responsibility for training faculty for 
such programs. 

8. The University should explore the possibilities of 
document and information storage and retrieval as an 
aid to investigating economic, social, and political prob- 
lems of the State of Illinois. The application of modern 
data processing techniques should be used as an aid in 
this process. 

9. The University has a responsibility to use its 

unique resources to provide service to the state and 
nation. Such service includes contribution made by both 
basic and applied research, by teaching, and by exten- 
sion activities. Services which do not depend upon the 
unique resources of the University should be undertaken 
only when closely related to the major educational and 
research objectives of the University and which provide 
for "feed-back" to the activities involved in these pro- 
grams. The University may act as an initiating agent 
developing other needed services but should not assume 
continuing operational responsibility for such services. 
Such service activities should be conducted with the 
view of termination at the earliest possible date. Ob- 
viously the University must continue to render service 
to the public. It becomes increasingly difKcuIt to pre- 
scribe the limits of service it should render. Difficulty 
arises from changing concepts in respect to what is 
service and limitations on total university resources. The 

implications in this area are so great that a Faculty; 
Conference should be devoted to this subject in the' 

10. It is essential that the University continually: 
present students with a perception of social reality ir: 
order to enlarge their understanding of the complexitiej: 
of social and political problems and to provide then 
with a base for rational decision-making and intelligen : 
citizenship. The effectiveness of University teaching ii, 
creating these qualities and values should be the subjec 
of study at a future Faculty Conference. 

1 1 . The Conference wishes to thank the Presiden 
for providing an opportunity to discuss University prob 
lems and the education the discussion afforded. It alsi 
wishes to express its appreciation to Mr. Russell Thaclsi 
rey, Executive Secretary, Association of State Universitie: 
and Land-Grant Colleges, for his excellent address amjl 
admirable response to the many questions from the floo]' 

Opening Remarks 


This is the fifth of the President's Faculty Confer- 
ences. Inaugurated in 1958 by President Henry, these 
meetings represent an important process for the consider- 
ation and discussion of University policies. They provide 
a meeting place for the direct exchange of ideas between 
faculty members and the President. The accumulated 
evidence from past conferences indicates our discussion 
at this meeting will have an important bearing upon the 
future growth and development of this University, not 
in the sense that this is a decision-making group, but in 
the sense that it represents something of an articulation 
of the feeling of the Faculty on how this University 
should grow and advance. 

In a larger sense, however, the concept of drawing 
together representatives of various disciplines to discuss 
contemporary educational issues of the state and nation 
is the essence of these meetings. This concept is spread- 
ing and I understand representatives from Illinois have 
attended similar meetings elsewhere. The success of past 
conferences has attracted the attention of our "Alumni 
News" editor and I believe photographers will be present 
to capture the concept for our alumni. 

The conference is being recorded to aid the Study 
Committees in editing their papers, in the light of the 
discussion, for a subsequent report to be given general 
distribution. Remarks or comments in their report will 
not be attributed to individuals. We want completely 
free discussion at this meeting. 

We are here as guests of the President and at his 
invitation. The topic for discussion has been selected 
by a Steering Committee. At this time I should like to 
introduce the members of this Committee. They are 
Professor Harry S. Broudy (Education), Professor David 
Gottlieb (Agriculture), Professor Ross Martin (Engi- 
neering), Professor Francis Nachtmann (Liberal Arts), 
Professor Stanley Jones (Navy Pier), and Professor 

James Plagge (Chicago Professional Schools). Dea 
Dangerfield served as liaison for the group and M 
George Bargh served as Secretary. 

In developing a theme for this meeting the Steerir! 
Committee considered the proposition that our civilizsi 
tion is in great need of a reorientation of its purposes aii) 
objectives. Older institutions, due to the rapid socioloJ! 
ical and technological changes to which our society h 
subjected itself, no longer seem to have the influenjj 
they once had. Moral, intellectual, and aesthetic declif 
seemed to be a real possibility to a number of the mer[ 
bers of the Committee. This posed a question of tl 
source of the moral, intellectual, and aesthetic reorient 
tion needed for the emerging world of tomorrow. Me? 
bers of the Steering Committee felt it might well bei| 
proper function of the University to step into a mc 
active role of leadership in each of these areas. As c 
member of the Committee quoted an associate of b 
"It's the only way we can overcome our historical pi; 
dicament." While all members of the Committee m 
have felt that we were in a predicament, I am not certJi 
we all agreed as to the nature of that predicament, b 
the Committee did work on the topic and we did devel > 
preliminary material which we think suitable as a c(- 
tinuous topic of concern for all members of this U:]* 
versity at all times, but the scope of such a topics 
entirely too large for a three-day conference and 1-' 
Committee directed its efforts to one particular aspt 
of the general theme. 

Specifically, the Committee has taken cognizance f 
the Land-Grant Centennial and has posed for yd 
consideration the question of the proper role of t'S 
University in modern society. The specific subjects o 
be discussed were proposed by the Steering Commite 
with the objective of providing controversial issues r 
your consideration. The two topics are (1) the Uni\'- 

! sity of Illinois and Its Relationship to Some of the Social 
! and Political Problems of the State, and (2) Mobilizing 
I the University Resources for Economic and Technolog- 
ical Leadership in the State and Nation. 

In a sense our discussion is directed to merely one 
I part of the overall emerging leadership role of the Uni- 
'' versity in the areas of intellectual and cultural develop- 
ment. In a sense this part reflects a pressing need at the 
current time for the improvement of relations between 
the University and contemporary society. To this end 
the committees directed their efforts to the development 
of a discussion on the role of the University in providing 
services to the state and nation to meet the technological, 
', economic, political, and social problems of our times. In 
! the long" run, of course, it may be maintained that the 
University can accomplish this objective most eflfectively 
by the education of the forthcoming generation in such 
a way that they are prepared to deal effectively with the 
emerging problems. But in a more immediate sense it 
appears that much can be done by direct contact with 
contemporary society. The study papers reflect this 
j objective. The two papers prepared by the Study Com- 
I mittees have been reviewed by the Steering Committee, 
and it is assumed you have examined their content prior 
to this meeting. If you have not done so, I urge you to 

look them over carefully for this discussion today and 
tomorrow will influence the future of this University. 

Members of this conference were drawn from the 
three campuses of the University. They were selected 
after due consideration of the need to make this group 
representative of the University. As I indicated, the 
Study Committees and the Steering Committee have 
developed the preliminary material for this meeting. 

In addition, we shall have a Committee on Resolu- 
tions to draw together some of the more meaningful 
proposals of our discussion today and tomorrow. Mem- 
bers of this Committee on Resolutions are Professor 
Charles H. Sandage, Chairman, Dean Royden Danger- 
field, Professor Eugene F. Scoles, Professor Noland L. 
VanDemark, Professor Louis B. Wetmore, Professor 
Edward M. Heiliger, Professor Jay W. Jensen, and Pro- 
fessor Ernst R. Kirch. Contact any one of them if you 
have suggestions, for resolutions. We invite your active 
and critical participation in the discussion. This has 
been the pattern of previous conferences. If it is the 
characteristic of this conference, it will represent a fur- 
ther step in the establishment of these conferences as a 
continuing tradition of the University. I am pleased to 
present our host for the meeting, President David Henry. 


12 Noon 


1 : 30- 4 : 30 p.m. — Discussion : The University and 
Its Relationship to Some of the 
Social and Political Problems of 
the State. 

6 : 00 p.m. — Dinner. 

7:30p.m. — Address: Mr. Russell Thackrey, 

Executive Secretary, The Associa- 
tion of State Universities and 
Land-Grant Colleges. 


7:30- 8:15 a.m.- 
8:30-10:00 a.m. - 


Continuation of discussion on first 
study paper. 

10:00-10:15 a.m. — Coffee. 

10: 15-12 Noon 

12 Noon 
1:30- 4:30 p.m. 
6:00 p.m. 
7:30- 8:30 p.m. 


7:45- 8:30a.m.- 
8 : 45-1 1:30 a.m.- 
12 Noon 

Discussion : Mobilizing the Uni- 
versity's Resources for Economic 
and Technological Leadership in 
the State and Nation. 

- Luncheon. 

- Continuation of discussion. 
• Dinner. 

■ President's Hour. 

- Closing Luncheon. 

$ ponference Participants 

'■ [Code: SC — Study Committee; SCom — Steering Committee; CR — Committee on Resolutions. 


! jerald M. Almy 


jeorge H. Bargh (SCom) 

Administrative Assistant 

President's Office 

Twiley W. Barker, Jr. 

Visiting Associate Professor 

Political Science 
Norton M. Bedford (SCom) 



Ronald R. Boyce 
Assistant Professor 
Community Planning 

RoyallBrandis (SC) 

Pauline N. Brimhall (SC) 

Associate Professor 

Health Education 
Harry S. Broudy (SCom, CR) 



Edward M. Bruner 
Associate Professor 

Josephine Chanler 

Associate Professor 

Rubin Cohn 



James G. Coke 

Associate Professor, Institute 
of Government and Public 
Director, Office of 

Community Development 
Ernest A. Connally 
James J. Costello 

Legal Counsel 
Royden Dangerfield (SCom, 
Associate Provost and 
Dean of Administration 
Jerry S. Dobrovolny 

General Engineering 
Robert B. Downs 
Dean of Library 
Thaddeus M. Elsesser 
Associate Professor 
Theoretical & Applied 
Philip E. Fess 

Assistant Professor 
Edwin H. Gaylord 
Civil Engineering 
Deno J. Geanakoplos (SC) 
Herbert Goldhor 
Associate Director 
Graduate School 
of Library Science 

William I. Goodman 


City Planning 
David Gottlieb (SCom) 


Plant Pathology 

Mark P. Hale 

Director, Jane Addams 
Graduate School 
of Social Work 
Bruce Harkness 


Irvin L. Heckmann, Jr. 

Associate Professor 

David D. Henry 

Robert G. Hering 

Assistant Professor 

Mechanical Engineering 

Edward G. Holley 

Assistant Professor 

Harvey W. Huegy 



Lloyd G. Humphreys 

Anthony J. Janata 

Executive Assistant to the 
President and Secretary, 
Board of Trustees 

Jay W. Jensen (CR) 
Associate Professor 

Rudard A. Jones 

Director, Small Homes 
Research Council 

M.Ray Karnes (SC) 

Kurt Klein 

Assistant Professor 

W. Wayne Lichtenberger 
Assistant Professor 
Electrical Engineering 

John P. Manning 
Assistant Professor 
Veterinary Clinical Medicine 

Ross J. Martin (SCom) 

Engineering Experiment 

King J. McCristal 

Dean, College of Physical 

Lawrence E. Metcalf (SC) 

George H. Miley 
Assistant Professor 
Physics and Nuclear 

Robert V. Mitchell 

Francis W. Nachtmann 
Assistant Professor 

James A. Nelson 
Associate Professor 
Ceramic Engineering 

Allen I. Ormsbee 
Aeronautical Engineering 

Eunice C. Parker 
Research Associate 
President's Office 

Max S. Peters (SC) 
Chemical Engineering 

Earl W. Porter 

Assistant to the President 
for Reports and Special 
Francis P. Purcell 

Associate Professor 

Social Work 
Benjamin A. Rasmusen 

Associate Professor 

Animal Genetics 
William H. Rice 

Administrative Assistant 

President's Office 

Howard G. Roepke 
Associate Professor 

Philip J. Runkel 
Associate Professor 
Education Research 

Morell B. Russell (SC) 
Soil Physics 

Lorenz E. St. Clair 

Veterinary Anatomy 
and Histology 

Charles H. Sandage (SC, CR) 

Frederick Sargent H 

Gerald F. Schmidt 
Associate Professor 

Eugene F. Scoles (SC, CR) 

Webster L. Smalley 
Assistant Professor 

Arthur E. Strang 
Assistant Professor 

Arnold H. Trotier 
Library Administration 

Noland L. VanDemark (CR) 

Mac E. Van Valkenburg (SC) 
Electrical Engineering 

Philip A. Wadsworth 

Martin Wagner ( SC ) 
Professor and Director, 
Institute of Labor and 
Industrial Relations 

Francis W. Weeks 
Associate Professor 
Business English 

Louis B. Wetmore (SC, CR) 
Professor, City and Regional 

Director, Bureau of 

Community Planning 

Thomas A. Yancey 
Associate Professor 

Olive G. Young 
Associate Professor 
Physical Education 
for Women 

Chester C. Zych 
Assistant Professor 


Daniel K. Andrews 
Assistant Professor 

Robert E.Corley(SC) 
Associate Professor 

Flora Dinkines 
Associate Professor 

Edward M.Heiliger(CR) 
Library Administration 

Joan M. Jones 

Stanley L. Jones (SCom) 
Associate Professor 

Roy B. Perkins (SC) 
Associate Professor 
Mechanical Engineering 

Harry J. Runyan 
Associate Professor 

William Sangster 
Biological Sciences 

John E. Walley 
Associate Professor 

Lester Winsberg 


Mary Adams 

Assistant Professor 
Nursing , 

Fred N. Bazola 

Professor ' 

Fixed Prosthodontics 

Zena S. Blau ; 

Assistant Professor 
Social Sciences 'i 

Grace E. Johnson 
Assistant Professor 
Pharmacy Administration ' 

Ernst R. Kirch (CR) 5' 

Professor '1 


Theodore B. Kurtz 
Operative Dentistry 

William F. Mengert 
Obstetrics and Gynecology 

Edward Mika 

Assistant Professor 

James C. Plagge (SCom) 

Ira M. Rosenthal 
Associate Professor 

Melvin Sabshin (SC) 

Richard J. WinzIer(SC) 

It^ u^. 



APR 30 1962 

:.^IW»- 'itf''^^ 



No. 34, April 25, 1962 

State Board of Higher Education 


The act which estabhshed the State Board of Higher 
education provides that the governing boards of the 
jtate universities "shall not hereafter undertake the es- 
ablishment of any new unit of instruction, research or 
lublic service without the approval of the Board. The 
eiTQ, 'new unit of instruction, research or public service' 
icludes the establishment of a college, school, division, 
jistitute, department or other unit in any field of instruc- 
on, research or public service not theretofore included 
1 the program of the institution, and includes the 
stablishment of any new branch or campus of the insti- 
ition. The term does not include reasonable and mod- 
rate extension of existing curricula, research or public 
:;rvice programs which have a direct relationship to 
psting programs; and the Board may, under its rule 
faking power define the character of such reasonable 
jnd moderate extensions."^ 

At its regular meeting of April 3, 1962, the State 
oard gave final approval to a rule defining "reasonable 
Jid moderate extensions" and established guidelines 
dated to that question and to procedures for submitting 
5w programs for approval. In the case of "reasonable 
id moderate extensions" of existing programs, the state 
liversities must report such additions for the Board's 
cords, at specified six-month intervals. 
Following is the text of the regulation: 


"Reasonable and moderate extensions" of existing 
jiOgrams are hereby defined as those which are directly 
llated to existing programs, and 

I 'For the full text of the act, see Faculty Letter, No. 21, 
Sptember 18, 1961. For excerpts from the first report of 
bhard G. Browne, Executive Director of the Board, see 
Kculty Letter, No. 30, February 23, 1962. 

(a) which coiisist of new and additional courses of 
instruction within an existing academic department or 
division which do not involve a new degree, certificate, 
or academic major, or 

(b) which consist of new research projects or new 
public service activities which are entered into through 
agreement with a federal, state or local governmental 
agency, or foundation, or other grantor, except that any 
research or public service activity shall be considered a 
reasonable and moderate extension only if 

(i) its total annual operating expenditure from what- 
ever source obtained does not exceed $250,000.00, or 

(ii) its annual operating expenditures from state 
appropriations does not exceed $50,000.00. 

As to the planning of programs for any new branches 
which have been or may be established, the Board will 
expect the governing boards to submit for approval any 
new units of instruction, research or public service (in- 
cluding a college, school division, department, or insti- 
tute) on any new campus even though similar programs 
are already in existence in other locations. 

Further, in order to assist the Board in comprehend- 
ing the scope and nature of its planning function, each 
institution is requested to submit, not later than Sep- 
tember 1 and March 1 of each year, a list of all new 
courses, new research contracts, and new public service 
activities which were initiated during the six-month 
period ending on the previous June 30 and December 
31, respectively, and which were considered "reasonable 
and moderate extensions" of existing programs and as 
such were not presented to the Board for approval. 


1. The request shall be submitted in writing by the 
chairman of the governing board concerned not less 
than sixty days before Board approval is desired. 

2. A request shall contain the following information : 

(a) a description of the proposed new unit; 

(b) the date on which it is sought to become 
effective ; 

( c ) the reasons which support the proposal ; 

(d) examples of similar programs, if any, oper- 
ated by other institutions in Illinois and in other 
states ; 

(e) estimated cost of operating the proposed new 
unit during its first full year of operation ; 

(f ) estimated cost of operating the proposed new 
unit during its sixth full year of operation if it is not 
previously terminated; 

(g) the date on which the program is expected? 
to terminate; and 

(h) any other data appropriate to adequate , 
analysis of the request. 


It is further ruled that the implementation of new 
units of instruction, research or public service, within 
the scope of the statute, that were formally approved! 
by a governing board prior to August 22, 1961, is not 
subject to approval by the Board. ^ 


I 1 


Special Notice — Social Security Benefits 

There is a provision in the Federal Social Security 
Law that may permit benefits to be paid to a teacher 
who has reached the age of 62 (age 65 with full benefits) 
even though he has not retired. 

This provision permits benefit payments to a mem- 
ber of the teaching profession for any month in which 
he does not earn more than $100, if he is of retirement 
age and is insured under the program or otherwise 
entitled as a dependent to survivors insurance payments. 
For example, if a teacher does not teach during July 
and August, he could qualify for social security benefits 
for those two months even though he expects to return 
to his teaching duties in September. This would be true 
even though he receives his salary payments over a 
period of 12 months. 

Social Security benefits cannot be paid until a propeij 
application has been filed. If the teacher does not ean\ 
more than $100 per month during the summer vacation] 
period, he should contact his nearest Social Securit) 
Office and file an application. 

Social Security benefits are payable at age 62 to hot! 
men and women; however, receipt of benefits prior tc 
age 65 may result in permanent reduction of benefits or 
an actuarial basis. The Social Security Office personne 
will explain what effect this reduction would have, sf 
that each person may decide whether it is advantageoui 
to begin receiving benefits prior to age 65. ' 

It may be possible for a teacher who has met the agj 
requirement, to qualify for Social Security benefits cov"; 
ering the 1961 summer vacation period if application i 
filed on or before July 31, 1962. < 

Resolutions of the Illinois State Conference 

on Instructional Television, Urbana, March 6 and 7, 1962 


\ i 

:? \% 


Instructional television offers unique opportunities to 
colleges and universities, both public and private, to 
meet many of education's problems of today. 

Research and experience have shown that its dis- 
criminating use can contribute to the quality of instruc- 
tion and make for more efficient use of scarce resources. 

Therefore, the Illinois State Conference on Instruc- 
tional Television respectfully urges institutional presi- 
dents to support actively the development and growth 
of instructional television within their respective insti- 


Effective utilization of television in the classrooi 
requires that classroom teachers have a proper unde 
standing of the role of television in instruction and ( 
their role in relation to it. 

Therefore, the Illinois State Conference on Instrui 
tional Television recommends that institutions engage; 
in the training of teachers include instruction about ar, 
practice in the classroom utilization of television in the 
pre-service and in-service programs. 

^ Questions as to interpretation of any of the language 
the rule should be directed to the Office of the Provost. 


\Comnuttee on Y ear-Round Operation of the University 

Lyle H. Lanier, Executive Vice-President and Provost, 
'las appointed the following persons as members of the 
Committee on Year-Round Operation of the University : 
John E. Cribbet, Professor of Law, Chairman 
Robert A. Jungmann, Assistant Examiner, Office of Ad- 
missions and Records, Secretary 
Hollis W. Barber, Professor of Political Science (Chicago 

Undergraduate Division) 
jlerbert E. Carter, Professor of Biochemistry and Head 
of the Department of Chemistry and Chemical En- 
i^dward C. Jordan, Professor of Electrical Engineering 

and Head of Department 
[Charles A. Knudson, Professor of French and Head of 

'rank B. Lanham, Professor of Agricultural Engineering 

and Head of Department 
^an Miller, Professor of Education 
Villiam A. Neiswanger, Professor of Economics 
ames R. Shipley, Professor of Art and Head of Depart- 

The letter of appointment read in part: 
I am appointing you as members of a special com- 
mittee to study the general problem of year-round opera- 
tion of the University. Assuming that conditions within 
the State may well require such operation, say by 1964 
or 1965, you are asked to consider the various possibili- 
ties for a revision of our present calendar and to recom- 
mend a plan that can be submitted to the Senates at 
Navy Pier and at Urbana-Champaign for action during 
the second semester of 1962-63. Since the colleges at the 
Medical Center are now on the quarter system — and in 
part already on a year-round basis — that campus would 
not be involved in the revised calendar for the under- 
graduate colleges. 

^ The Committee should feel free to consider the ques- 
tion of the desirability of year-round operation, and to 
express its views concerning the considerations that 
should govern a decision to undertake such a program. 
Furthermore, the Committee might indicate the condi- 
tions it would consider to be essential to the effective 
operation of the University on a year-round basis. 

i New Facility for Area Studies — The Human Relations Area Files 

A new facility — useful to many disciplines, but par- 
cularly suitable for area studies, and for cross-cultural 
irveys — has recently been added to the University Li- 
rary. This is a complete set of the Human Relations 
rea Files, described by some as "a laboratory for the 
Cudy of man." Such sets are available at only 20 other 
institutions in the world. 

Over 3,000 sources, chosen from the best available 

laterials to be found in monographs, learned journals, 

pvernment publications, relating to over 200 societal 

•eas, have been analyzed and made available through 

subject approach of 707 subject categories. Included 

are translations from over 35,000 pages of text in 16 
foreign languages. 

The University acquired the Files in 1960, and the 
task of filing the million and a half references has now 
been completed. Additions to the Files are received 
regularly. In 1961, 18 new areas were fully processed 
at the headquarters in New Haven, Connecticut, most 
of which have been received and filed. Additions are 
received at the rate of about 8,000 reference file slips 
per month. 

The Human Relations Area Files are located at the 
south end of the Newspaper Library, Room 1, University 

^egrees Conferred by Committee on Institutional Cooperation Universities 

The scope and variety of educational programs pro- 
t ided by the eleven universities which belong to the 
pmmittee on Institutional Cooperation is illustrated in 
;j recent report by the C.I.C. staff. ^ 

' "Degrees conferred by C.I.C. Universities," C.I.C. Re- 
,rts, February, 1962. 

The C.I.C. group is composed of the Council of Ten (the 
pig Ten") and the University of Chicago and serves as a 
• nmunications center to facilitate improvement of services and 

An analysis was made of degrees conferred by C.I.C. 
institutions for an 11 -year period (1948-1959) as com- 
pared with the total degrees conferred nationally. Three 
levels of degrees were considered: first level (bacca- 
laureate and first professional degrees) ; second level 

inter-institutional cooperation. The University of Illinois 
representative is Executive Vice President and Provost Lyle H. 

(master's degrees); and third level (doctorates). The 
"first professional" classification includes such degrees as 
M.L.S., M.D. and D.D.S. 

The study shows that, although the CT.C. universi- 
ties represent a small proportion of degree-granting 
institutions nationally, during 1948-1959 they conferred 
one of every 11 bachelor's degree; one of every six 
master's; and one of every four doctorates. The institu- 
tions were particularly strong in the health professions, 
agriculture, home economics and fine and applied arts. 

However, in doctorates alone, the group conferred over 
25 per cent of the national total in 18 of the 25 fields 

Among the C.I.C. institutions, the University of Illi- 
nois ranked second in each of the three levels. A break- 
down of the first three C.I.C. universities follows: 


First Level 

Second Level 

Third Level 

Minnesota — 45,519 

Michigan —21,409 

Wisconsin — 3,720 

Illinois —43,701 

Illinois —13,456 

Illinois —3,118 

Michigan —37,150 

Wisconsin — 10,478 

Michigan —2,729 


sofrfl si 


JSTJTIJf'H euT^oa 


i- t^J^, 


.Z^^e-i' ■-r:5:^C. 





No. 35, May 11, 1962 

"^mnmittee on University Archives 

Under date of April 24, President David D. Henry 
lamed the following persons as members of a Committee 
)n University Archives: 
jeorge W. White, Professor of Geology and Head of the 

Department, Chairman 
). Alexander Brown, Associate Professor of Library Ad- 
ministration and Agriculture Librarian 
lobert B. Downs, Dean of Library Administration, ex 

ohn T. Flanagan, Professor of English 
)onald D. Jackson, Editor, University Press 
lobert W. Johannsen, Associate Professor of Plistory 
)onald L. Kemmerer, Professor of Economics 
/Irs. Marguerite J. Pease, Director of the Illinois His- 
torical Survey 

The letter of appointment read in part as follows : 
"The function of the Committee will be to appraise 
le condition of the University Archives and to make 
^commendations for their improvement and effective 

"The Committee will be advisory to the Dean of 
Library Administration. 

"As the University approaches its Centennial Year, 
it is important that the archives be organized and 
strengthened in every way possible as a source of mate- 
rial for historical writing and general interpretation of 
the University's past. 

"Further, it is expected that the University's history, 
including the achievements of the people who have been 
associated with it, will increasingly be important to the 
literary, cultural, and intellectual history of our times. 

"It is timely for us to try to bring to the archives all 
available source material, to have the material organ- 
ized in a way most useful to scholars and students and 
arranged to encourage the continuing collection and 
filing of contemporary material that may be useful in 
the future. 

"The Committee will be expected to interest itself 
in related subjects not expressly defined in this memo- 

mate Committees for 1962-63 


j Committee elections for 1962-63 reported in the min- 
tes of the April 10 meeting of the Chicago Undergrad- 
ate Division Senate include: 

mate Coordinating Council 

dward M. Heiliger, Professor of Library Administration 
and Librarian 

niversity Council 

aniel J. Morris, Professor of Philosophy 
ice President's Advisory Council 

arl R. Meloy, Professor of Chemistry and Head of the 
Department of Physical Sciences 
illiam Sangster, Professor of Biological Sciences 

Eugene B. Vest, Professor of English and Head of the 
Division of Humanities 

Committee on Committees 

Harold E. Tenmier, Associate Dean of Admissions and 

Records, Chairman 
Hollis W. Barber, Professor of Political Science 
Clarence H. Gillett, Professor of Economics 
John O. Jones, Dean of Physical Education for Men and 

Director of Athletics 
Edward B. McNeil, Professor of Physics 

At its meeting on April 9 the Urbana-Champaign 
Senate elected the following Committee on Committees 
for 1962-63: 

John C. Bailar, Jr., Professor of Inorganic Chemistry 
Robert B. Downs, Dean of Library Administration 
Seichi Konzo, Professor of Mechanical Engineering and 

Acting Head of the Department of Mechanical and 

Industrial Engineering 

Glenn W. Salisbury, Professor of Dairy Science and 

Head of the Department 
James R. Shipley, Professor of Art and Head of the 


President's Report on Selected Topics of Current Interest 



The University of Illinois ranks second in total num- 
ber of degrees granted and second at each of the three 
degree levels among member institutions of the Com- 
mittee on Institutional Cooperation, according to a re- 
cent issue of C.I.G. Reports. 

The study covered a period from 1948 through 1959 
in the eleven institutions comprising the Committee 
(Council of Ten Universities and the University of Chi- 
cago) . Overall these institutions granted 459,654 de- 
grees at all levels, accounting for 10.4 per cent of the 
nation's total. 

The University of Illinois in this period granted 
43,701 baccalaureate degrees, ranking second to Min- 
nesota; 13,456 master's degrees, ranking second to Mich- 
igan; and 3,118 doctorate degrees, ranking second to 

While the C.I.C. institutions granted only 8.9 per 
cent of the baccalaureate degrees in the nation during 
this period, their contributions were extremely high at 
the graduate levels where they granted 16.1 of the 
master's and 29.1 of the doctorates. 


A memorial plaque to Jonathan Baldwin Turner was 
dedicated at Jacksonville April 13 following a special 
convocation at Illinois College. 

The plaque is mounted on a granite base in the 
center of the campus where Turner came in 1833 to be 
a professor of English and the classics. The memorial 
was sponsored by the University of Illinois Land-Grant 
Centennial Committee and was made possible by the 
generosity of W. A. Fay, president and publisher of the 
Jacksonville Journal Courier. 


The University of Illinois has been accepted for 
membership in the Institute for Defense Analyses, join- 

ing ten other sponsoring universities. The Institute was 
organized in 1956 as a non-profit corporation to under- 
take studies and evaluation of matters affecting the 
national security. Dean Frederick T. Wall, Graduate 
College, appointed as institutional representative by 
President David D. Henry, has been elected to the Insti- 
tute's Board of Trustees. 

The ten other institutional members are: California 
Institute of Technology, Case Institute of Technology, 
University of Chicago, Columbia University, Massachu- 
setts Institute of Technology, University of Michigan, 
Pennsylvania State University, Princeton University, 
Stanford University, and Tulane University. 


Four books published by the University of Illinois- 
Press in 1961 were named "Top Honor Books" in the 
thirteenth annual exhibit of Chicago and Midwestern^ 

Larry Slanker, assistant art editor, designed three of 
the books: Joseph Warren: Physician, Politician, Pa-; 
triot, by John Gary; Lincoln as a Lawyer, by John P, 
Frank; and Elijah P. Lovejoy, Abolitionist Editor, by 
Merton L. Dillon. The fourth book, Mark Catesby 
The Colonial Audubon, by George Frederick Frick andj 
Raymond Phineas Stearns, was designed by Wade Harris..; 


The University of Illinois last year conferred more 
advanced degrees in chemistry than any other instltutior 
in the United States, the American Chemical Societ) 

A survey by the Society's committee on professional 
training listed 57 doctorate and 42 master's degrees a 
having been conferred by Illinois in the 1960-61 aca 
demic year. 

Next in doctorate degrees conferred was Purdue witl 
43 and Massachusetts Institute of Technology with 42, 

In master's degrees, Wisconsin ranked second with 31 
and Purdue third with 24. 

At the bachelor's level, College of the City of New 
York led in number of degrees with 73, Illinois ranking 
sixth with 31. 


Forty-sLx persons who have received National Science 
Foundation graduate fellowships in the sciences, mathe- 
matics, and engineering for 1962-63 have chosen to study 
at the University of Illinois. 

Twenty-one will be in chemistry, eight in engineer- 
ing, seven in physics, four in mathematics, three in bio- 
I chemistry, and one each in earth sciences, psycholog)', 
\ and zoology. 

Awards are made to encourage outstanding college 
graduates to obtain advanced training in the sciences on 
1 a full-time basis. 


Dr. John Bardeen, Nobel laureate and Professor of 
Electrical Engineering and of Physics at the University, 
was honored March 29 in New York City with the 
award of Eminent Membership in Eta Kappa Nu, hon- 
orary electrical engineering society. 
I The award was established in 1904 to honor meri- 

itorious contributions which raise the stature of the 
electrical engineering profession. Only 44 persons have 
I received this recognition. 


Dr. Warren H. Cole, Head of the Department of 
Surgery in the College of Medicine at the Medical Cen- 
ter, Chicago, appeared on a nationwide telecast in the 
"Meet the Professor" series over ABC-TV April 15. A 
radio adaptation will be broadcast at a later date. 

In the program Dr. Cole was seen teaching medical 
students as he performed a gall bladder operation. He 
Ireviewed the patient's case history with his students, then 
performed the operation. In other sequences the pro- 
gram followed Dr. Cole on his rounds of the ward, 
[recording his discussion of different cases with his pa- 
;ients and students. 

I Dr. Cole is president of the American Cancer Society 
md a research authority in the field of cancer surgery. 

"Meet the Professor" brings before the ABC-TV 
pameras a wide range of eminent teachers and deals 
jvith the full range of subject areas. The program is 
Produced in cooperation with the Association for Higher 

Education and its Committee on Teaching in Colleges 
and Universities. 


Professor Robert Ferber, Acting Director of the Bu- 
reau of Economic and Business Research on the Urbana 
campus, has been elected a fellow of the American Sta- 
tistical Association. 

In its nomination of Professor Ferber, the Association 
cited his "contributions to market research methods, sta- 
tistical studies of household behavior, and especially, for 
his major contributions in the field of data collection and 

Professor Ferber is one of 29 leading statisticians in 
the nation who have been recognized for contributions 
to the field through publications and activities in the 
American Statistical Association. 


Dr. Gottfried S. Fraenkel, Professor of Entomology 
at Urbana, has received a Research Career Award to 
total $111,521 over the next five years, the National 
Institutes of Health have announced. 

An insect physiologist, Dr. Fraenkel in 1947 discov- 
ered vitamin B-T, using tenebrio, the common meal- 
worm, as his research subject. 


Professor Nathaniel L. Gage, Bureau of Educational 
Research and Professor of Education and of Psychology 
at the Urbana campus, was named president-elect of the 
American Educational Research Association at its an- 
nual meeting in Atlantic City. 



The February issue of the Romance Philology Jour- 
nal, published at the University of California, is dedi- 
cated to Professor Henry Kahane, Spanish and linguistics 
teacher and scholar at the Urbana campus, and his wife, 

Professor Kahane, who directs the University's lin- 
guistics program, and his wife comprise one of the few 
husband and wife research teams in the nation. Their 
area of investigation is Mediterranean linguistics. 



Professor Charles H. Sandage, Head of the Depart- 
ment of Advertising at the University, has received the 


Silver Medal award of the Advertising Federation of 
America and Printers' Ink magazine. 

H. J. Kenner, who heads the Better Business Bureau 
of New York City, came to the campus to make the 
award and cited Professor Sandage as "the leading ad- 
vertising educator in America," noting his leadership in 
literature for the field and his work with graduate 


Professor Robert L. Whitney, Department of Food 
Technology, has received the 1961 Borden Award in 
Dairy Manufacturing conferred by the American Dairy 

Science Association for research achievements in dairy|i 

The $1,000 awards are given annually by the Borden 
Company for outstanding research contributions in sci- 
ence. Winners are selected through nationwide selection 
by other scientists. 

The University of Illinois holds the distinction of 
having won more Borden Awards than any other insti- 
tution. Previous winners have been: in dairy manufac- 
turing. Professors Paul H. Tracy, Stewart L. Tuckey, and 
Ernest O. Herreid; in dairy science, Professors Glenn W. 
Salisbury, Noland L. VanDemark, and Walter L. 
Gaines; in nutrition, Professor Harold H. Mitchell; in 
home economics. Professor Julia O. Holmes. 




'S.i^ -4^3Ct>C 



Royden Dangerfield Named Dd0M^ of International Programs 

No. 36, May 28, 1962 

At its meeting on May 24, 1962, the Board of Trus- 
tees named Royden Dangerfield Director of Interna- 
tional Programs as recommended by the President. The 
text of the agenda item follows: 

The interests and responsibilities of the University in 
the international aspects of higher education have ex- 
panded steadily during the past decade — partly in re- 
sponse to the nation's growing concern with world af- 
fairs. These expanded activities have included: new 
courses and programs, at both undergraduate and grad- 
uate levels; increased research on the social, economic, 
and political institutions of underdeveloped countries; 
marked growth in the enrollment of foreign students and 
a great increase in the number of foreign visitors; 
participation in special overseas projects designed to 
improve the institutions of higher education in other 

These diverse operations have developed with a con- 
siderable degree of mutual independence, in accordance 
[with the special interests of various individuals, depart- 
ments, and colleges. Except for a Committee on Over- 
seas Projects, organized to exercise general supervision 
over the several programs sponsored by the International 
ICooperation Administration, there has been no central 
jadministrative organization concerned with international 
[programs. The latter have now grown to such propor- 
Itions, however, that a central administrative assignment 
is needed to maintain effective coordination among them 
and to provide cohesive direction to future develop- 
iments. To meet these growing needs, I recommend: 

l^uthorization of appointments on the staff of the Exec- 
utive Vice-President and Provost of such personnel as 
(Tiay be necessary; for the present, it is proposed that 
jhese include a Director of International Programs and 
in Assistant Director; and that 

Associate Provost and Dean of Administration Royden 

Dangerfield be given the additional title of Director of 
International Programs and assigned the administrative 
Responsibility for the same. (The appointment of the 
Assistant Director will be submitted later.) 

Following are the major types of responsibilities 
which will be assigned to the Director of International 
Programs : 

1. The collection and dissemination of information to 
faculty members and administrative officers concerning 
international educational programs. Included will be 
information concerning federal legislation and the inter- 
national programs of the various federal agencies;, the 
resources and interests of the private philanthropic foun- 
dations; the activities of other universities in this field, 
especially the universities participating in the Committee 
on Institutional Cooperation. Information concerning 
the University's own activities and plans will be recorded 
and reported at regular intervals. 

2. General administrative supervision of overseas 
programs conducted under contracts with federal agen- 
cies, such as the Agency for International Development 
and the Peace Corps. The administrative responsibility 
of the Office will also include foundation grants provid- 
ing for the support of overseas programs and for campus 
programs related to overseas projects. 

3. Coordination and encouragement of the Univer- 
sity's relations with government agencies, foundations, 
national and international organizations, and other uni- 
versities concerning international programs. 

4. The encouragement of instruction and research in 
international affairs, including interdisciplinary studies 
and the planning of intercollege programs such as centers 
for foreign-area studies. 

5. Coordination among the various University offices 
concerned with services to foreign students, including the 
Office of the Director of Foreign Students, the Office of 

Admissions and Records, the Program of English for 
Foreign Students, and the Housing Division. The Office 
of International Programs will also take the initiative in 
the search for outside financial support for foreign 

6. Provide leadership in the search for outside finan- 

cial support of programs for the exchange of students 
and faculty members with foreign countries. 

7. Analysis and evaluation, on a continuing basis, of 
the University's involvement in international programs, j 
including studies of the utilization of funds, space, and 

New Units and Programs Approved by the State Board of Higher Education 

At its meeting of May 1, 1962, the State Board of 
Higher Education approved the following new units of 
instruction at the University of Illinois: 

1. An extension of the existing graduate program in 
Russian to include the Doctor of Philosophy degree 
(Graduate College). 

2. A new curriculum in municipal park administra- 
tion in the Department of Recreation (College of Phys- 
ical Education). 

3. A new curriculum in dance leading to the degree 
of Bachelor of Arts in Dance (College of Physical 

4. An option in the curriculum in art leading to the 
degree of Bachelor of Fine Arts in Sculpture (College of 
Fine and Applied Arts) . 

The Board also took the following action concerning 
new programs, as requested by the University: 

1. Authorized the University to contract with the 
Advanced Research Projects Agency and the Atomid 
Energy Commission, or with other agencies of the United 
States government, according to a plan submitted, for 
the construction and operation of a Materials Research 

2. Authorized the University to proceed with the' 
development of a contract with the Agency for Inter 
national Development whereby the University will assist 
in the establishment of a Faculty of Medicine at Chi' 
engmai Hospital in Northern Thailand. 

Presidents Report on Selected Topics of Current Interest 



Professor Frederick Seitz, Head of the Department 
of Physics, was elected president of the National Acad- 
emy of Sciences April 24. While maintaining his con- 
nection with the University of Illinois, Professor Seitz 
will become the Academy's first full-time president. 

To permit this arrangement, he will originally serve 
only a two-year term as president of the Academy. He 
will remain on the faculty but the University will be 
compensated for his time spent on Academy business. 

The Chicago Daily News observed editorially that 
"Dr. Seitz has served the University of Illinois as pro- 
fessor of physics and as department head for thirteen 
years. His most recent honor reflects the increasing 
stature of his own and other great Midwestern universi- 
ties in the scientific world." 

The New York Times commented: "To the scien- 
tific world he has played a key role in one of the newest 
and most important sciences: solid state physics." 


Three instructors in the Department of Art at th( 
Urbana campus have won important national fellow 
ships. James Hennessey received the Prix de Rome, ; 
$3,000 award providing for one year of study in Rome 

Raymond B. Brown and Leo V. Grucza wert 
awarded Tiflfany Foundation grants of $2,000 each ir 
printmaking and in painting, respectively. 



Dr. John Bardeen, Professor of Electrical Engineer' 
ing and of Physics, winner of the Nobel prize in physic: 
in 1956, and Mrs. Bardeen were among dinner guests o. 
President and Mrs. Kennedy April 30 at the Whit(; 
House when Nobel laureates were honored. 

Included in the group were three graduates of thi 
University who also have won the Nobel prize: Dr' 
Edward A. Doisy of St. Louis University, Dr. Vincen 


du Vigneaud of Cornell University, and Dr. Polykarp 
Kusch of Columbia University. 



The National Science Foundation has awarded more 
Cooperative Graduate Fellowships for 1962-63 and more 
1962 Summer Fellowships for Graduate Teaching As- 

i sistantships at the University of Illinois than at any other 
institution in the nation. 

It These are awarded to high-ability college and uni- 

versity students to finance graduate study in sciences, 

L, mathematics, and engineering, and are based on nation- 

1^, wide competitions. 

Forty-eight Cooperative Graduate Fellowships have 

jj been awarded at Illinois and 42 Summer Fellowships, a 
total of 90. Comparable figures for other leading insti- 
tutions are: Minnesota, 29-38, a total of 67; Massachu- 

I setts Institute of Technology, 48-19, a total of 67; Wis- 

] consin, 38-28, a total of 66; Michigan, 41-23, a total of 

I 64; and Purdue, 34-30, a total of 64. 


Governor Otto Kerner will deliver the annual Com- 
mencement address June 16 at the Urbana campus and 
Dr. James A. Shannon, Director of the National Insti- 
tutes of Health, will speak at exercises of the University 
of Illinois Medical Center colleges June 8 in Chicago. 

The Urbana Commencement will be held at 10:00 
a.m. in Memorial Stadium and the Chicago Commence- 
ment at 10:00 a.m. in the Arie Crown Theatre at 
McCormick Place. 


^' Science students of Illinois high schools showed their 

if talents in 1,203 exhibits during the Illinois State Junior 
Academy of Science annual meeting on the Urbana 
' campus May 11 and 12. More than 4,000 attended. 
i Dr. George W. Beadle, Nobel laureate and Chancel- 
jlor of the University of Chicago, gave the annual Junior 
[Academy lecture on "Molecules and Men." 


"Initiation," a twelve-foot monumental bronze by 
famed Italian sculptor Mirko, was formally dedicated 
May 12 at the Krannert Art Museum on the first anni- 
versary of the Museum's formal dedication. 

The abstract statue, cast last summer in Rome, was 
contributed by Mr. and Mrs. Herman Krannert of 

Indianapolis, principal donors for the Museum, who 
asked the University to commission a major work for 
the marble pedestal at the Museum's entrance. 



Professor Gilbert C. Kettelkamp, College of Educa- 
tion, president of the Central States Modern Language 
Teachers Association, conducted the Association's forty- 
fifth annual meeting May 4 and 5 in Detroit. He has 
been president of the group since September, 1960. 


Among 8,800 new listings in Volume 32 of Marquis' 
Who's Who in America, the University of Illinois is 
among the top ten institutions contributing the most new 
Yiames of graduates. 

Institutions with most new names in the book are 
Yale, Harvard, California, Princeton, Michigan, Colum- 
bia, New York University, University of Chicago, Wis- 
consin, and Illinois. 

In a comparison with public universities, Illinois 
ranks fourth, after California, Michigan, and Wisconsin. 


Thirteen members of the University of Illinois have 
received Guggenheim Fellowships in the 1962 list re- 
leased by the John Simon Guggenheim Foundation of 
New York. A total of 25 were awarded to faculty of all 
the institutions of higher learning in the state of Illinois. 

The fellowships are awarded on the basis of scholarly 
and scientific research as demonstrated by previous con- 
tributions, and of unusual and proved creative ability in 
the fine arts. 

Illinois faculty members who received the fellowships 
are: James O. Crosby, Associate Professor of Spanish 
and Italian; Murray J. Edelman, Professor of Political 
Science and Institute of Labor and Industrial Relations; 
Bernard Hewitt, Professor of Speech and Theatre. 

Richard H. Hunt, Instructor in Art, Chicago Under- 
graduate Division; Henry R. Kahane, Professor of Span- 
ish and of Linguistics; Victor G. Kord, Instructor in 
Art; Oscar Lewis, Professor of Anthropology; John F. 
Lynen, Assistant Professor of English. 

George C. McVittie, Professor of Astronomy and 
Head of the Department; David Pines, Professor of 
Physics and of Electrical Engineering; Irving Reiner, 
Professor of Mathematics; William J. Rutter, Associate 
Professor of Biochemistry; and Michio Suzuki, Professor 
of Mathematics. 


Three years of planning and work by electrical engi- 
neers at the Urbana campus were climaxed May 1 in the 
flight of an Aerobee rocket launched from the Air Prov- 
ing Ground Center at Eglin Air Force Base, Florida. 

The rocket carried a special radio transmitter built at 
the University for the study of the effect of cross- 
modulation in the ionosphere between forty and sixty 
miles above the earth. Analysis of magnetic tape records 
made during flight may reveal information leading to- 
ward control of ionospheric disturbances which interfere 
with radio communications. 

The project, headed by Professor George A. Des- 
champs, antenna laboratory director, is sponsored by the 
Air Force Cambridge Research Laboratories. 


The following letter has been received from Steuart 
L. Pittman, Assistant Secretary of Defense: 

"During the period from October 9, 1961, through 
January 26, 1962, at the request of the Government, the 
University of Illinois, Department of Civil Engineering, 
conducted a series of intensive two-week courses in fall- 
out shelter analysis for professional architects and engi- 
neers. Similar courses have been conducted by only 
eight universities and two military officers schools 
throughout the country. 

"The success of the national fallout shelter survey 
and subsequent phases of the national shelter program 

will depend largely upon the services of architects and 
engineers who have attended these courses. 

"On behalf of the Secretary of Defense, I therefore, 
wish to commend the University of Illinois for conduct- 
ing this important professional level instruction which 
directly supports the national civil defense effort." 


A new facility, useful to many disciplines but partic- 
ularly suitable for area studies and for cross-cultural | 
surveys, has been added to the University Library irl 
Urbana. This is a complete set of the Human Relations 
Area Files, described as "a laboratory of the study of 
man." Such sets are available at only twenty other insti- 
tutions in the world. 

The University acquired the files in 1960 and the 
task of filing the million and a half references has now 
been completed. 


The Center for Russian Language and Area Studies 
on the Urbana campus has received a grant of $50,070 
from United States Education Commissioner Sterling 
McMurrin to support its program during the 1962-63 
academic year. Funds are made available on a matching- 
basis. i^ 

The federal program supports fifty-three Languagej 
and Area Centers in thirty-three colleges and universitiesjj 
throughout the country. Thirty centers are in state ar 
land-grant colleges and universities. 




6 i-*-- ~i- '^ 



pJrf5S!TY Of IIIIHOIS No. 37, June 5, 1962 

jyN 12 1962 
Yew Approaches to Cooperative Relations ^y^^m^ 

vith the State Government and with Industry 


This centennial anniversary of the Morrill Act is a 
'ear of national appraisal of the impact on higher edu- 
ation — and indeed on American life generally — of 
he land-grant colleges and universities. It is a time 
ilso to look ahead, to ask whether these institutions are 
ikely to continue their educational revolution into a 
econd century; and if so, what directions it might take. 

The general educational significance of the larid- 
jant movement has been admirably summarized by 
\llan Nevins in the following words from an address 
jlelivered at the centennial convocation of the American 
\ssociation of Land-Grant Colleges and Universities last 

*Iovember : 


"One hundred years after the Morrill Act which 
ounded them, the land-grant colleges and universities 
ace the same central problem as at the outset: How can 
hey best be of service to democracy? They have de- 
isively won some of the battles which such fathers as 
izra Cornell, Jonathan B. Turner, and Justin S. Morrill 
xpected them to fight. Long since, they helped deliver 
. death blow to the narrow program of classical studies 
t'hich bestrode higher education in 1860. Long since, 
00, they lifted agriculture from the status of a trade to 
hat of a profession; raised the 'mechanic arts' from 
-umble position to the dignity of an elaborate series of 
irofessional callings; and both in academic training and 
lesearch gave agriculture and engineering a scientific 
jharacter in the highest standing. Meanwhile, they did 
^luch to make co-education a basic feature of American 
cademic life, and to divorce university life from dog- 
latic religion. And by severe struggles, often in hostile 
nvironments, the greatest land-grant institutions pre- 
irved and broadened that instruction in pure science 

and the humanities which is essential to our national 
character and culture." 

Thus the land-grant institutions that have become 
comprehensive state universities can begin the second 
century of the land-grant movement with the satisfac- 
tion of having carried an educational revolution far be- 
yond its original purpose — which was mainly to "de- 
mocratize" higher education, in terms both of diversity of 
students and of subject-matter. These institutions have 
also become centers of advanced study and research that 
compare favorably with the best universities of the 
world. Furthermore, they have extended their services 
beyond the bounds of their campuses to a constituency 
that includes both individual citizens and a wide range 
of community, state, national, and international interests. 

My topic falls into this third category of major 
functions of a comprehensive state university. More 
specifically, I should like to discuss the problem of co- 
operative relations between the University of Illinois, 
agencies of the State government, and industry — with 
special reference to the steps that might be taken to 
improve the economic and social welfare of the State as 
a whole. 


It will be of some interest first to review briefly the 
nature and extent of the assistance now given to State 
agencies by the University. For example, almost one 
hundred faculty members served on committees, panels, 
and boards of State departments or offices during the 
calendar year 1961. Although this service was some- 
times not extensive, for many individuals it represented 

a substantial contribution of time and technical assist- 

Contracts for research and other services are a second 
type of cooperative activity. During 1960-61, the Uni- 
versity of Illinois had contracts with State agencies that 
amounted to slightly more than $800,000. Some thirty 
University departments were involved, and twelve State 
agencies. The Division of Highways was the largest 
contractor, most of its projects being conducted by the 
Department of Civil Engineering. Next in order was 
the Department of Public Welfare, which supported a 
substantial program of research in the Department of 
Psychiatry of the College of Medicine. Other State 
agencies included the Departments of Agriculture, Con- 
servation, Public Safety, Registration and Education — 
together with the Office of the Superintendent of Public 
Instruction, the Housing Board, the Public Aid Com- 
mission, the State Library, and the Cities and Villages 
Municipal Problems Commission. 

Another joint State-University project that has been 
initiated during the present year should have far- 
reaching consequences for one of the State's heaviest 
responsibilities. I refer to the new Mental Health facility 
to be constructed by the State Department of Mental 
Health on land provided by the University. It will be 
operated jointly as a research and training center. With 
additional support expected from the federal govern- 
ment, it is hoped that the research conducted here on 
the causes of psychological disorders in children, and on 
methods of treatment, will contribute substantially to- 
wards lessening the staggering burden of mental illness 
on the people of the State. 

Closer to my main topic is the assistance being pro- 
vided by the University of Illinois to the Illinois Com- 
mission on Revenue for its study of economic resources, 
in relation to ten-year projections of expenditures and 
revenues of State and local governments. Professor H. K. 
Allen of the Department of Economics is the research 
director for the Commission, and several University 
agencies and individual faculty members are assisting 
him in special studies.^ 

Among the participants in this work is the Institute 
of Government and Public Affairs, which was established 
by the Board of Trustees pursuant to a resolution 
adopted by the 1947 General Assembly. The Institute 
has the general mandate to "investigate specific prac- 
tical problems that arise at all levels of government," and 

^ In addition to Professor Allen, the following members of 
the faculty are participating in these studies: Ruth Birdzell, 
Robert N. Corley, Robert Ferber, Glenn W. Fisher, Robert W. 
Harbeson, James A. Heins, William P. McLure, Robert I. 
Mehr, Ronald Racster, Case M. Sprenkle, and J. Nelson Young. 

over the years it has conducted research for many Statf 
and local agencies of government on a wide range o: 


The foregoing list of cooperative relations with Stat<!' 

agencies is a substantial one, and most of these activitie 

are highly important. But except for the work of Pro ' 

fessor Allen and his associates, there is presently a deartl i 

of joint State-University activity concerned with thi' ■ 

economic, governmental, and social problems arising 

from increasing population, migration, urbanization, am, 

chronic unemployment. 

During the past year, however, several development 
have occurred at the University that should lead to im, 
provement in this picture. They reflect growing conceni 
with the need to improve the State's utilization of it 
natural and human resources; and they represent ab , 
the conviction that the University of Illinois has a specia|il 
obligation to lend technical assistance to the efforts o 
government agencies, industry, and education as the 
seek to achieve this objective. ■ 

Office of Community Development. Among thes 
new University activities is the program being cori 
ducted by the Office of Community Development, whic 
was established last year under a three-year grant frot 
the Ford Foundation. The program has three purposeii 
( 1 ) to examine new ways in which the University migli 
most effectively serve the State's urban areas; (2) t 
experiment in the training and use of "urban general 
ists" — people who are competent in a variety of field 
that touch on urban life, but who are not narrow spe; 
cialists in a single discipline; (3) to give several Illino' 
communities direct access to the University's expertis 
in urban affairs, by assigning a staff member to stuc 
the problems of each area. (The communities selecte 
are Peoria, Rockford, and Springfield.) The experiem 
gained from these studies should lead to an improve 
training of graduate students, to a re-definition ( 
"urban problems" for research purposes, and to a nc 
approach to the kind of extension services the Univeij 
sity might provide to urban centers. 

President's Faculty Conference. Further evidence ( 
the University's concern with these problems was pn 
vided by the President's Fifth Faculty Conference, hel 
at Allerton House last March. (At these annual coi 
ferences some one hundred faculty members and aci 
ministrative officers meet for two days to discuss a top 
of major importance to the University as a whole.) Tl 
general subject this year was "Implementation of tl' 
Ideals of the Land-Grant University in the Nei 


Decade," and the discussions were focussed mainly 
upon two study papers prepared by special faculty 

The first paper considered the problems of the metro- 
politan region, and the following statement summarizes 
the consensus reached: 

"Urbanization as one of our major problems has 
produced questions of major significance which are 
worthy of serious and continuing research by the appro- 
priate disciplines at the University. Because many of 
[these questions are beyond the scope of individual dis- 
■ciplines, there is needed a coordinating agency of some 
permanence with a limited staff to encourage, arrange, 
and finance task forces, drawn from various disciplines, 
in studying these major questions. Existing resources, 
such as the Council on Community Development and 
the Office of Community Development should be utilized 
to institute the measures required to encourage and 
support departmental research and task force activity 
and to devise desirable next steps in achieving an all- 
University program. 

"The development of the new campus at Chicago 
will also test the University's ability to respond to old 
and new needs in a new setting. Congress Circle will 
offer unique opportunities for study which will enhance 
the University's capabilities for research on major prob- 
lems of society." 

The second conference paper discussed possibilities 
for mobilizing the University's resources for stimulating 
teconomic and technological growth in the State. The 
'importance of research in the social sciences was stressed 
and greater emphasis on these fields in the University 
jvvas recommended. It was suggested further that, where 
mutually beneficial, the University should devise appro- 
priate means for cooperating with industry in research 
and development. To this end, it was recommended that 
the University assess the value and feasibility of en- 
tcouraging industry to locate basic research facilities near 
the University's campuses. It seemed likely, for example, 
(that cooperative relations between the University and 
industries engaged in a substantial amount of research 
tvould be mutually beneficial, although it was empha- 
sized that the University should not expend its staff and 
esources on routine "services" such as developmental 
esearch and operational testing. 

Committee on the Role of Universities in Regional 
Economic Growth. Another development this year is 
I'losely related to these recommendations of the Faculty 
illonference. It was initiated by a request from the Gov- 
;rnor's Committee on Unemployment for a study of the 
relationship of the scientific resources of universities to 

industrial development within a region. The Conunittee 
expressed particular interest in the factors influencing 
the location of industries that are heavily dependent on 
research and development. A University committee to 
study this problem — and more generally the role of 
universities in regional economic growth — was ap- 
pointed last fall, under the chairmanship of Professor 
J. F. Bell of the Department of Economics.^ An initial 
study of this problem will probably be completed by next 
September. In addition to providing information and 
recommendations to the Committee on Unemployment, 
the results of this study will be useful to the University 
in the planning of its future cooperative relations with 

In this connection, it should be re-emphasized that 
direct University-industry cooperation can be most pro- 
^ductively cultivated where the industrial enterprise 
involves a significant component of research and devel- 
opment. It is such industry, however, that has been 
relatively scarce in Illinois and other Midwestern States 
— as compared with the East, the Southwest, and the 
West Coast. This deficiency has been particularly 
marked in the field of electronics, and Illinois will not 
be able to claim its share of the so-called "growth in- 
dustries" unless it can build up the research potential 
required for advanced electronics technology. 

The University of Illinois is prepared to cooperate 
with the electronics industry of the State in developing 
a program to meet this need. The College of Engineer- 
ing has a distinguished research faculty in electronics 
and in solid-state physics. Furthermore, its capabilities 
in these fields will soon be greatly augmented by the 
construction of a new Materials Science Laboratory — 
for which the Atomic Energy Commission and the 
Department of Defense will provide funds totaling 
$5,000,000. With such resources available, it would be 
relatively easy to devise cooperative arrangements 
whereby professional and technical personnel in the 
electronics industry could be kept up to date in the 
rapidly-changing technology of this field. The College 
of Engineering would be glad to participate in such a 
program, which could prove to be highly beneficial to 
the University and to the economy of the State. 

In conclusion, I should like to mention a relatively 
new State agency which should facilitate the University's 
efforts to encourage economic growth through coopera- 
tion with State government and with industry. I refer 
to the Board of Economic Development, whose chair- 

' The other members of this committee are Professors 
Daniel Alpert, J. G. Coke, Robert Ferber, R. O. Harvey, J. M. 
HeikofT, and H. G. Roepke. 

man is the Governor and whose members are the heads 
of the departments concerned with economic affairs. In 
recent conferences between staff members of the Board 
and various University officers, arrangements have been 
discussed whereby the University would provide tech- 
nical assistance to the Board in proposed studies of the 
State's resources. 

In these and other ways, we are prepared to bring 
the University's resources for advanced study and re- 
search increasingly to bear upon the complex economic 

and social problems of the State. We believe that the 
necessary support for such cooperative efforts will be 
forthcoming, including funds to meet the extra costs of 
special research projects that would have to be financed 
outside the University's regular budget. We believe also 
that in this direction will lie one of the major contribu- 
tions of the University of Illinois as a land-grant institu- 
tion in its second century of service to the people of the 







No. 38, June 29, 1962 

University Operating Budget, 1962-63 


Urbana, III. — University of Illinois Board of 
Trustees today approved a budget for the fiscal year be- 
ginning July 1 calling for the expenditure of $66,346,500 
from state funds representing 56 per cent of the amount 
needed for operations. 

This sum was appropriated by the 1961 General 
Assembly and was earmarked by the Trustees for use in 
the second year of the biennium. 

Grand total of the budget is $118,658,431, 44 per 
cent of which includes revenue-producing items such as 

:: irr: sf he 

JUL 19 1S62 


studeht housing and auxiliary services, contract research, 
federal funds, reappropriation of student fees, and an 
unappropriated reserve of $58,979. 

The total budget represents an increase of $5,626,179 
over that of 1961-62, or 4.9 per cent, of which $2,700,000 
is from state funds. Principal items in the increase were 
for salary adjustments, additional staff for increased 
enrolments, and increased prices and costs. 

President David D. Henry explained that the Uni- 
versity must prepare for from 1,000 to 1,200 additional 


j _ 1961-62 

\ Estimated Income Revised 

General $ 70,978,000 

iRestricted 42,113,231 

$ 73,678,000 

Total, Estimated Income $113,091,231 1118,717,410 

Appropriations by Board 
of Trustees 

(From General Income $ 70,655,714 

jFrom Restricted Income 42 , 1 13 ,231 

$ 73,619,021 

Total, Appropriations 1 1 1 2 , 768 , 945 $ 1 1 8 , 658 , 43 1 

[Unappropriated Balance from 
1 General Income 

Income by Source 

iState Appropriations 

iFederal Appropriations 

^Student Fees 

iSales and Services 

[Endowments, Contracts, 

j and Gifts 

i Total, Educational and General 

Auxiliary Enterprises 

Ibtudent Aid and Non- 

Total, Income 

$ 322,286 $ 

$ 66,346,500 





Per Cent 








Appropriations by Function 

Administration and General . . $ 7,512,968 

Security Benefits 2 ,650 ,593 

Instruction and Departmental 

Research 33,786,486 

Activities Relating to 

Instruction 7,728,790 

Organized Research 23 ,865 ,599 

Extension and Public Services 11 ,209 ,828 

Libraries 2,444,977 

Physical Plant 10,114,953 

Total, Educational and General (99,314,194) 

Auxiliary Enterprises 17,086,637 

Student Aid and Non- 
educational 2,257,600 

Total, Appropriations $118,658,431 


Appropriations by Location 1962-63 

Urbana-Champaign (includes 

statewide services) $ 88 ,222 ,532 

Chicago Professional Colleges 

(includes Crippled 

Children) 24,808,918 

Chicago Undergraduate 

Division 5,626,981 

Total, Appropriations $118,658,431 






Per Cent 



students in 1962-63 which would represent from 300 to 
400 more students than had been anticipated when 
budget requests were prepared in 1961. 

First semester enrolment figures in 1961 were 23,059 
on the Urbana-Champaign campus and 29,821 includ- 
ing the Chicago Undergraduate Division and Medical 
Center campuses. (This total exceeded by approximately 
250 students the number estimated in the biennial 
budget request, a higher number which must be carried 
into 1962-63.) 

Approximately 88 per cent of the academic staff 
received salary increases on a merit basis. Nonacademic 
employees also received increases based on merit and 
approved schedules. Total of the salary increases from 
general funds is $2,048,530. 

Cancellation of Air Travel Reservations 

Eleven major air carriers, American, Braniff, Con- 
tinental, Delta, Eastern, National, Northwest, Northeast, 
TransWorld, United, and Western, have adopted a 
"no show" penalty policy for transportation not canceled 
within a specified period prior to departure time. The 

The sum of $769,955 has been budgeted for approxi- 
mately sixty-nine academic and sixty nonacademic posi- 
tions to meet the needs of the increased enrolments. 

An additional $355,755 is included for increased 
costs of operation. Principal item here is for the physical 
plant, a total of $71,490, for operation and maintenance 
of new areas for which funds have not previously been 
budgeted on a recurring basis. 

A breakdown of the grand total budget by campuses 
shows that 74.3 per cent will be spent at Urbana- 
Champaign, 20.9 per cent at the Medical Center, includ- 
ing the Division of Services for Crippled Children, and 
4.8 per cent at the Chicago Undergraduate Division. 

penalty will range from a minimum of $5.00 to a maxi- 
mum of $40.00. 

Travelers on official University business are urged 
to acquaint themselves with the regulations, since the 
University can not assume responsibility for such penalty i 
charges unless they can be fully justified. 

Presidents Report on Selected Topics of Current Interest 



A total of 44,138 different students attended all 
branches of the University of Illinois during the year 
beginning with summer session, 1961, and ending with 
the second semester, 1962, C. W. Sanford, Dean of 
Admissions and Records, has reported. 

This figure represents an increase of 2.32 per cent 
over the preceding year. On all campuses, including 
extramural classes and agricultural short courses, 86.39 
per cent of students were Illinois residents. Every county 
in the state was represented. 


The State Universities and Democracy by distin- 
guished historian Allan Nevins, has been published by 
the University of Illinois Press as a part of the centennial 
observance of the Land-Grant Act. 

The book, which analyzes the role of the state univer- 
sities in serving the ideals of democracy, is based on a 
series of lectures which Professor Nevins, a graduate of 
the University, delivered on the Urbana csunpus last fall. 

Professor Nevins is Professor of History, emeritus, at 
Columbia University, and now is on the staff of the 
Henry E. Huntington Library and Art Gallery and chair- ; 
man of the Civil War Centennial Commission. ^ 



Research activities at the University of Illinois Engi- 
neering Experiment Station totaled more than $9,000,- 
000, with 85 per cent of the funds coming from non- 
university sources, a report of 1961-62 programs indicates. 

Of 477 investigations, 367 were sponsored. Sponsors 
included 47 federal and state agencies, 40 private com- 
panies, 19 industrial associations, and four private foun- 

Federal government sources provided $6,925,000 of 
the total research income which was $9,061,000. 


A bronze plaque commemorating a speech by Jona- 
than Baldwin Turner, in which he outlined a plan for 

i ilil 

federally-supported public universities, at Granville, Illi- 
nois, November 19, 1851, was dedicated June 13 in 
Granville. The plaque will be permanently erected in 
Hopkins Township High School. 

Dean Louis B. Howard, College of Agriculture, pre- 
sided at the meeting and principal speaker was Senator 
Fred J. Hart of Streator. Timothy W. Swain, Peoria, 
represented the Board of Trustees. 

Placing the plaque at Granville was a project of the 
University's Land-Grant Centennial Committee and 
funds for the memorial were provided through a gift 
from the Illinois Agricultural Association. 


Approximately fifty volunteers in the United States 
Peace Corps will be trained at University of Illinois' 
Urbana campus June 26 to September 8 for assignment 
to Indian Universities. The work will be carried on 
under a $160,566 contract with the federal government. 

India has asked for a maximum of seventy-four 
volunteers to be used in "teaching support operations" 
designed to develop new educational programs in India. 
Professor Thomas Page, Institute of Government and 
Public Affairs, has been named project director. 


The University of Illinois has joined a group of 
twenty leading universities of the nation in establishing 
an inter-university Consortium for Political Research. 
The purpose is to promote research on selected phases 
of the political process. 

Professor Charles B. Hagan, Head of the Department 
of Political Science, is the University's representative to 
the group which will establish a special program of ad- 
vanced training for graduate students each summer and 
hold annual research conferences for faculty representa- 

In addition to Illinois, participating universities are 
Oregon, Chicago, Michigan, Florida, Minnesota, Kansas, 
Yale, Vanderbilt, Cornell, California (Los Angeles), 
Georgetown, North Carolina, Wisconsin, Rochester, 
Washington (St. Louis), Michigan State, Northwestern, 
Wayne State, and Iowa. 


I The library staff of the Chicago Undergraduate Divi- 
ision has completed a research report on development of 
a system for the application of machines to library work 
which will have far-reaching effects on the future of 
library operations. 

The study, to be published under the title. Applica- 
tions of Advanced Data Processing Techniques to Uni- 
versity Library Procedures, was financed by a grant of 
$50,000 from the Council on Library Resources. 


More doctorate degrees in geology have been awarded 
by the University in the last five years than in the pre- 
ceding thirty-nine years, and the largest number in 
history were conferred in 1961. 

The University of Illinois now ranks third in the 
nation in the number of students seeking doctorate de- 
grees in geology and also in the number of graduate 
students in geology, the American Geological Institute 
report shows. Illinois leads all Big Ten universities in 
these two categories. 

In doctoral candidates (figures are for 1960-61), 
Harvard, listed 69, University of California (Berkeley) 
67, and Illinois 66. In total graduate students in geology. 
University of California had 121, U.C.L.A. 91, Illinois 
84, and Texas 83. 

A directory of doctorate degrees since 1917, issued 
by the Department of Geology, indicates 133 degrees 
have been conferred, 70 of which have been in the last 
five years, 23 of these in 1961. 


The Atomic Energy Commission has made a grant 
of $20,000 to the physics department at the Chicago 
Undergraduate Division to present a new course in 
experimental nuclear physics. Professor Louis Chandler, 
formerly with the Manhattan Project, will be in charge 
of the course. 


Matching grants totaling $50,000 have been made to 
the Department of Physics and the Department of Chem- 
istry and Chemical Engineering by the National Science 
Foundation to purchase equipment for improvement of 
the teaching of undergraduates in science and engineer- 

The grants will be matched by the University to 
purchase scientific Instruments and equipment which 
will give undergraduates opportunity to use types of 
modern instruments now generally available only to 
graduate students or in research programs. 

IN 1960-61 

The National Heart Institute of the United States 
Public Health Service gave financial support totaling 

$407,656 to programs at the University of Illinois during 
the fiscal year 1960-61, its annual report shows. 

Included were twenty-two research awards, four 
training grants, and one fellowship. Of the total, 
$269,200 went to the Medical Center campus and 
$138,448 to the Urbana-Champaign campus. 

FOR 1961 

Three books by University of Illinois professors have 
been selected as "outstanding education books of 1961" 
by the Enoch Pratt Free Library of Baltimore. Forty- 
two works were named for the award after recommenda- 
tions were made by more than two hundred specialists in 
education from all over the country. 

Two were by Professor Harry S. Broudy, College of 
Education : Building a Philosophy of Education, now in 
its second edition, and Paradox and Promise: Essays on 
American Life and Education. 

The third, written by Dean Jack W. Peltason, College 
of Liberal Arts and Sciences, was Fifty-eight Lonely 
Men: Southern Federal Judges and School Desegrega- 


Professor John C. Bailar, Department of Chemistry 
and Chemical Engineering, has been named first re- 
cipient of a "Man of the Year" award in chemistry. 
Presentation will be made in September at a meeting of 
the American Chemical Society by Alpha Chi Sigma, 
national chemistry fraternity. 

The award has been established in honor of John R. 
Kuebler, who for many years was national secretary of 
the chemistry organization, and is given for distinguished 
services to Alpha Chi Sigma and the chemical profession. 


Professor Nathan M. Newmark, head of the Depart- 
ment of Civil Engineering, and Professor Frederick Seitz, 
head of the Department of Physics, have been elected 
to the American Academy of Arts and Sciences. 

Their nominations bring to ten the number of Uni- 
versity of Illinois faculty who have received this award. 
Others previously honored are : Professor Roger Adams, 
past president, American Association for Advancement 
of Science, Professor Carl S. Marvel, and Professor 
Nelson J. Leonard, all chemists; Professor John Bardeen, 
Nobel Prize physicist; Professor Eugene Rabinowitch, 
physicist and botanist, editor of Bulletin of the Atomic 
Scientists; Professor Leigh E. Chadwick, head. Depart- 
ment of Entomology; Professor C. Ladd Prosser, head. 

Department of Physiology; and Professor Maurice H.yi 
Heins, Department of Mathematics. 


Professor Robert Karpinski, Department of Geology, 
Chicago Undergraduate Division, has been decorated 
by the French Government with the Chevalier dans 
I'Ordre des Palmes Academiques for his efforts in de 
veloping scientific and cultural relations between France 
and the United States. 

A member of the University of Illinois faculty since 
1954, Professor Karpinski has made significant contri- 
butions in summer months to the development of hydro- , 
electric projects in France in work with the Electricity i 
of France, comparable to the American TVA projects. 



Professor Samuel A. Kirk, director of the Institute ■ 
for Research on Exceptional Children, was one of seven 
United States scientists who visited in Russia in June 
as representatives of President Kennedy's panel on 
mental retardation. 

The group visited Russian institutions in Moscow and 
Kiev which are noted for their work with emotionally 
disturbed and mentally retarded children. ii 


Dr. Nicholas Torok, Department of Otolaryngology 'j 
at the Medical Center campus, has been elected tor 
membership in the International Barany Society. He 
is the fifth American to be so honored. 

The society was founded at Uppsala, Sweden, to; 
stimulate progress and research in the field of neuro-' 
otology and to organize symposia on vestibular problems.; 



Fortieth anniversary of the first public demonstration 
of sound-on-film moving pictures was observed June 9 
and the inventor, Professor Joseph T. Tykociner, Re- 
search Professor of Electrical Engineering, emeritus, now 
eighty- four years of age, was busy in his laboratory 
working on a new science of research. 

On June 9, 1922, Professor Tykociner demonstrated 
to the American Institute of Electrical Engineers his 
synchronized sound-on-film which is the system dom- 
inantly used in all forms of modern movies. 

The retired research expert is now seeking to perfect 
a new theory — that of "zetetics." He contends that 
research can be studied and ideas associated with it can 
be systematized into a science. 


rl ^xx,X^<^ 

^tu «>P<^ 



Opening of the New School Year 

Tf^E lfr«'^'''OY T"^ Tf4F '^°- ^'' September 18, 1962 

OCT 10 1962 


We start the new University year with optimism, 
anticipating continuing institutional achievement on 
many fronts — increasing academic distinction, improv- 
ing facilities, broadening programs and expansion of 
service to new numbers, in new locations and in new 
subject matter. 

"Educational Directions at the University of Illinois," 
the cumulative report of the University Study Commit- 
tee on Future Programs, will be published this fall. It is 
an account of appraisal and planning, which involved 
wide faculty participation, and it reveals the creativity 
and ferment in the many units of the University and the 
large consensus as to overall goals. These objectives 
include excellence while meeting the demands for quan- 
tity, diversity in programs without dilution of quality, 
research attainment without neglect of the undergrad- 
uate, extended off-campus service within a pattern of 
relationships to the fundamental disciplines, concern for 
the individual student among large numbers, efficiency 
in organization and the scholarly exploration of new 
ideas — all these directed to the University's contribut- 
ing, at its maximum potential, to the intellectual, cul- 
tural, and economic life of the State and Nation, indeed 
of the World community. 

An enduring educational plan is essentially an in- 
iventory of objectives, guidelines, and principles, not a 
chart or map. The report of the Committee provides 
such a plan as well as specific recommendations and 
; proposals for the attention of the administrative officers, 
the faculty legislative bodies of the University, and the 
Board of Trustees. 

, Physical facilities implement the educational plan. 
iThey make possible the recruitment and retention of 
I superior staff and provide the means for the University 
to meet the day-by-day obligations effectively and effi- 

Ready for occupancy this fall are a new research 
laboratory for the School of Life Sciences, made possible 
by matching funds from the National Institutes of 
Health and State appropriations, and the headquarters 
building for the Institute of Labor and Industrial Rela- 
tions, financed by gift and matching State funds. 

Under construction, or soon to be started, are the 
Burnsides Research Laboratory for food technology, 
financed by a gift of Miss Ethel Burnsides, a grant from 
the National Institutes of Health, and State appropria- 
tions; the Medical Sciences Addition for research at the 
Medical Center, also partly supported by a matching 
federal grant; the second stage of the Physics Building; 
major additions to the Electrical Engineering Building, 
the Library, the Armory interior, the Administration 
Building, and the Power Plant; and new structures for 
the Colleges of Education and Commerce and Business 
Administration, for plant sciences in Agriculture, for 
central receiving, and for residences for married students. 

Partially financed, by a combination of resources, are 
new quarters for the program in Rehabilitation of the 
Physically Handicapped and clinical facilities for depart- 
ments dealing with retarded and emotionally-disturbed 

New computer facilities will enhance the University's 
noted leadership in this field, and an enlargement will be 
constructed in 1962. The radio telescope will be in full 
operation. The radio direction finder will be tied to 
computers for greatly increased scope of ionospheric 
research. New television studios will improve both 
broadcasting and closed-circuit programming. 

The long anticipated "student buildings," financed 
by fees and building income, will be occupied during the 
year — the Assembly Hall, renowned for its plan and 
design; the Student Services Building; the Illini Union 
Addition; the McKinley Hospital Addition for the 

Health Service ; and the Pennsylvania Avenue Residence 
Halls, with a capacity for 1,044 residents. 

In various stages of planning, but not yet financed, 
are new facilities for Veterinary Medicine, Chemistry, 
Materials Research, the Life Sciences, the Coordinated 
Science Laboratory in Engineering, the School of Music, 
the Medical Center, Civil Engineering, Extension, the 
University Press, Intramural Activities, and additional 
student residence halls as well as extensive remodeling 
of buildings in the center of the Urbana campus for 
Liberal Arts and other departments and remodeling at 
the Medical Center. 

The largest single project in current University 
physical development is the Congress Circle campus in 
Chicago. Scheduled for occupancy in the fall of 1964, 
building plans have been readied for bidding, and con- 
struction will proceed as soon as the current litigation is 
cleared away. The architectural plan has been nation- 
ally acclaimed, and the educational plan is coming into 
view with the appointment of faculty and the prepara- 
tion of courses and curricula for degree programs in the 
Colleges of Liberal Arts and Sciences, Fine and Applied 
Arts, Commerce and Business Administration, and Engi- 
neering, with divisions, also, in Physical Education and 
Teacher Education. 

Changes in methods, procedures, and emphases in 
the utilization of University resources are as much a 
part of forward motion as buildings, courses, and study 

Prominent in the inventory of topics for attention in 
1962-63 are the ways and means of improving interaction 
between the economic growth of the State and the re- 
search and specialized competence of the University 
staff. A special committee is giving leadership to this 
effort, and University officers are working closely with 
state, municipal, and civic leaders and agencies. 

Also of prime concern is the question, "How may the 
University better relate itself, in extension and com- 
munity planning, to the urban areas of the State?" 

Our activities in the international area continue to 
grow. The College of Medicine will give assistance to 
the establishment and development of the Faculty of 
Medicine in Chiengmai, Thailand. The contractual serv- 
ices with Indian institutions continue. Individual fac- 
ulty members in increasing numbers serve as consultants 
and agents for the Federal Government and foundations 
in Africa, Europe, South America, and Asia. A director 
of international programs has been appointed to main- 
tain efTective coordination among the University's over- 
seas projects and to provide cohesive direction and 
leadership for services to foreign students and inter- 


national visitors and for specialized activities in research; 
and instruction. 

The improvement of undergraduate instruction is ofi| 
perennial interest. This year new arrangements have' 
been made for the careful supervision of junior teaching, j 
staff and for the increased use of closed-circuit television.) 
New activities in academic and personal counselling also| 
have been undertaken. 

From this selective inventory of innovations and 
points of emphasis in the new year, it is obvious that 
planning is a major responsibility of the University inj 
these times. 

The University's planning, however, is but a part of 
the total State of Illinois obligation. This institution re^ 
mains a dominant part of the state system, with 44.8 per' 
cent of the undergraduate on-campus enrollment and 
55.9 per cent of the graduate enrollment. In the total 
college and university structure, including private insti- 
tutions, the University of Illinois is in many respects 
unique, in others dominant, and in all, important. 

Nonetheless, the demand for new enrollment 
capacity, both at the undergraduate and graduate levels, 
in public and private institutions will so exceed present 
capacity that extraordinary steps must be taken soon ii 
a deficit in educational opportunity and professional 
service is not to occur. Junior colleges, including tech- 
nical education programs, must be expanded and ere-.' 
ated if the State is to meet the demand; and all existing 
institutions will at the same time be expected to grow in 
size, and some, in function. '' 

Recognizing the need for coordinated planning fo^ 
the future, the Governor and the General Assembly, with 
the encouragement of the colleges and universities, cre- 
ated in 1961 the Illinois Board of Higher Education^ 
The Board was activated early in 1962. Hence, the ne\^! 
year will be the first for the full operation of the Board; 
including the first experience in budget review. 

The Board is charged with the responsibility of ap^ 
proval of new units of instruction, of advising on bien-' 
nial budget requests, and of recommending a State plan 
for higher education. 

The University has entered Into Its relationships with 
the Board in a spirit of full cooperation and confidence; 
that the new arrangements will strengthen the State pro-; 
gram in higher education through providing the machin- 
ery for sound planning based upon fact finding and 
professional study. 

The optimism which characterizes our view of the 
future is tempered only by the acknowledged inadequacy 
of the State's present revenues to meet the greater needs 
for State services, including those In higher education. 

New revenues to finance budget increases will have to 
be found in 1963 if the University is to progress and if 
the State is to receive the benefits of an expanding and 
strengthened system of higher education. Unfortunately, 
the State faces this problem at a time when both the 
Nation and the State are trying to make up their minds 
about the current state of health of the economy and the 
direction of future trends. The work of the 1963 Gen- 
eral Assembly will be critically important. 

The University's optimistic approach to its work is 
reinforced, however, by the realization that the public 
is concerned about the future of higher education as 
never before. A record high percentage of American 
families expect their children to go to college. Each year 
a larger percentage of high school graduates seek col- 
lege admission. There is increased public respect for 
the research and general intellectual contribution of the 
universities and a recognition of the importance of pro- 
ducing scientists, teachers, and professional people in 
general. Further, education, perhaps to some extent un- 

realistically, is listed high in all the estimates of what is 
important in solving problems of delinquency, unem- 
ployment, large relief rolls, space exploration, weapons 
development, and public health, and in strengthening 
the possibilities for continuing prosperity. 

Parents are asking, "Will there be room for our 
children?" Employers are asking, "Will there be enough 
trained people for business and industry?" People every- 
where expect that many of the answers to unsolved prob- 
lems of society will come from the laboratories and 
classrooms of the colleges and universities. 

In such a climate of public concern, and public con- 
fidence, and in a State with the resources of Illinois, the 
future of the University is secure as long as its manifold 
programs of instruction, research, and public service con- 
tinue to meet the professional needs and civic expecta- 
tions of the people of the State. 

The University will continue to try to meet those 
needs and fulfill those expectations with vigor, imagina- 
tion, and dedication to its purposes and goals. 






Notice of Change in Policies and Procedures 
Concerning Retroactive Salary and Wage Adjustments 

No. 40, October 4, 1962 


The University has received official notice that retro- 
active salary adjustments can no longer be made. The 
University must, therefore, modify certain of its policies 
and procedures accordingly. These changes will be ef- 
fective for all future negotiations and for negotiations 
now underway effective sixty days after the date of this 
action. (Approved by Board of Trustees, September 
19, 1962.) 


1. Effective Date of Prevailing Rate Changes 

Wage rates established in accordance with the Uni- 
versity policy of paying prevailing rates will become 
effective (1) on the date they are put into effect locally, 
3r (2) on the first day of the month following the date 
official notice in writing from the Union involved that 
i specific rate will be in effect or is in effect locally is 
"eceived by the University's Labor Relations Officer in 
the Office of Nonacademic Personnel — whichever is 
ater. (Section III, paragraph 1, page 5, of the Univer- 
sity Policy and Rules Relating to Compensation and 

Working Conditions of Nonacademic Employees must 
be corrected.) 

2. Negotiated Agreements 

Rates established by negotiated agreements may be- 
come effective not earlier than the first day of the month 
following the date on which all parties involved have 
indicated their willingness to accept the rates or rate 
schedules which become a part of the agreement. 

3. Departmental Recommendations for Nonacademic 
Salary or Wage Amounts Determined by Other Than 
Prevailing Rate or Negotiated Group Agreements 

Such salary or wage amounts may become effective 
not earlier than the first day of the payroll period next 
following the date on which they are approved by the 
Office of Nonacademic Personnel. 


Recommendations for adjustments in academic sal- 
ary rates will be effective at the beginning of the first 
payroll period following the date of approval by the 


Presidents Report on Selected Topics of Current Interest 




j Two plaques commemorating the Centennial of the 
-.and-Grant Act will be permanently erected on sites in 
Jrbana and in Springfield following presentations on 
uly 1 and July 12. 

The first, on a stone background, was given by the 

Champaign Chamber of Commerce and the Urbana 
Association of Commerce in ceremonies July L It is 
located on the site of the first building of Illinois Indus- 
trial University when it opened March 2, 1868, near 
the intersection of Wright Street and Springfield Avenue. 
The second, a bronze plaque memorializing the lUi- 

nois General Assembly, Jonathan Baldwin Turner, and 
other citizens who formulated resolutions passed Febru- 
ary 8, 1853, on behalf of the Land-Grant movement, 
was presented to Governor Otto Kemer July 12. This 
plaque will be permanently mounted in the restored 
Sangamon County Court House. It is a gift of members 
of the mini Club of Springfield. 


In an official proclamation, Governor Otto Kerner 
designated July 2 as Land-Grant Centennial Day in 
commemoration of the one-hundredth anniversary of 
the signing of the Land-Grant Act by President Abra- 
ham Lincoln. 

Governor Kerner paid tribute to the state's land- 
grant institution, the University of Illinois, for its "far- 
reaching benefits to the economy of the State of Illinois, 
to its civic and cultural growth, and to the well-being of 
its citizens." 


The University of Illinois granted 5,536 degrees dur- 
ing the 1961-62 academic year. Of this total 5,033 were 
conferred at the Urbana-Champaign campus and 503 
at the Medical Center Campus in Chicago. 

A breakdown of the total shows that 3,298 bache- 
lor's degrees were granted, 1,550 master's degrees, and 
688 doctorates. 

Greatest proportion of the degrees was granted in 
commencement exercises in Chicago and in Urbana- 
Champaign on June 8 and June 16, respectively, when 
one of the largest graduating classes in history received 
diplomas. At Chicago 428 degrees were conferred and 
at Urbana-Champaign 2,627. 

Degrees also are granted in August, October, and 
February of each academic year. 


The University of Illinois received $5,588,724 in 
grants and awards from the National Institutes of 
Health during the fiscal year 1961 the U. S. Public 
Health Service reports. 

On its three campuses the University received 224 
research grants and health research facilities construc- 
tion grants, 47 training grants, and fellowships and 
traineeship awards totaling $279,773. 

The total sum allotted to the University placed it 
sixteenth in the nation. 


Four hundred and four staff members of the Univer- 
sity of Illinois now hold committee, panel, and board 
memberships in United States government agencies,! 
state of Illinois agencies, and foundations of the nation, 
a survey by Dean Frederick T. Wall of the Graduate^ 
College reveals. H 

The study, which was completed along with the! 
compilation of faculty publications in the last academic! 
year, will serve as a valuable resource for internal use! 
of the University and is a measure both of the high 
regard in which faculty members are held by outsidei 
groups as well as of the public services which are be-l 
ing rendered, for the most part on the individual's owr' 

Dean Wall reported that 266 faculty members were 
serving United States government agencies in variou: 
capacities, 96 were serving state of Illinois agencies, anc 
42 were serving foundations. 

As examples, 54 are connected with the Nationa 
Academy of Science-National Research Council, 51 witl 
the Department of Defense, 35 with the Department o 
Health, Education, and Welfare, and 26 with the Na 
tional Science Foundation. 

The total. Dean Wall reported, does not includi 
professional organizations for which perhaps more tha: 
1,500 others could be listed. 


The University of Illinois ranked fourth in the nurr 
ber of international students enrolled in the 1961-6 
academic year, according to the annual survey of th 
Institute of International Education published in Opei 
Doors 1962. 

The University enrolled 1,138 international student| 
which represented 3.7 of the total enrollment on tli' 
three campuses. Over the nation 58,086 foreign sti' 
dents were enrolled in 1,798 institutions. 

The seven institutions which enrolled more tha 
1,000 from foreign nations were California, Michigai 
New York University, Illinois, Columbia University 
Wisconsin, and Minnesota. 

Illinois also ranked sixth among American institi^ 
tions in the total number of faculty members who taugl^ 
or conducted research abroad during the year. Th 
University listed 52, ranking behind Michigan Stat 
California, Columbia, Michigan, and Indiana. 


The University of Illinois ranks first among the ii 
stitutions in the Committee on Institutional Cooper; 
tion (the Big Ten plus University of Chicago) in nun 


ber of college-trained volunteers in the Peace Corps, 
iDean Royden B. Dangerfield, Director of International 
:ij i Programs, has reported. 

jj j A statistical summary by the Peace Corps shows that 
ml of 1,106 college-trained volunteers, 29 attended the Uni- 
ji versity of Illinois. University of Michigan ranks second 
1-. with 23 and Michigan State third with 21. 

On a nationwide basis. University of Illinois ranks in 
ll, I a third-place tie with Columbia University in the total 
m 'number of degree-holders in the Peace Corps. First is 
ti University of California and second is Harvard Uni- 
lij Iversity. 

SB ' 



The Highway Traffic Safety Center, established at 
w sthe University of Illinois in 1961, is one of nine similar 
rio: organizations which are analyzed in detail in a study of 
It university transportation and accident prevention centers 
reported by the Association of State Universities and 
k iLand-Grant Colleges. 

E ; The study, made with the assistance of the National 
Hi Commission on Safety Education of the National Edu- 
ii pation Association, deals with institutional activities and 

experiences in providing public service. 
iL Two national studies are now under way in the 

■ ^ ^Highway Traffic Safety Center. A study of laws con- 
cerning motor vehicle operation at railroad grade cross- 
ngs is being made under sponsorship of the National 
"'' safety Council with Professor Charles H. Bowman, Col- 
.jE 'Cge of Law, in charge. 

Sf A pilot study of motor vehicle registration and title 
oi procedures and uses in Illinois is being undertaken for 
lO; jhe Highway Research Board of the National Academy 
)f Sciences with Professor A. Keith Stonecipher, De- 
dt partment of Civil Engineering, in charge. 
ob; I 


Three hundred and thirty mathematics teachers from 
I 9 states and two foreign nations were enrolled in the 
ickfi J962 Summer Institute for Secondary School Teachers. 
lives The Institute is supported by a grant of $220,000 from 

jbe National Science Foundation. 
ill!'- \ The University of Illinois has been a national center 
ots^ b the study of new methods in the teaching of mathe- 
at. I batics. In 1961-62 new courses developed under the 
inSli jirection of Professor Max Beberman were used by 

0,000 students and 374 teachers in 244 cooperating 

igh schools in the nation. 

' The Summer Institute is designed to help teachers 

'ho are currently teaching or will teach courses devel- 

ped by the University of Illinois Committee on School 


If til 

Since 1951 the University of Illinois Committee has 
received support totaling more than $1,190,000 for the 
mathematics projects from the Carnegie Corporation, 
United States Office of Education, and the National 
Science Foundation. 


Professor Alfred Nisonoff, University of Illinois mi- 
crobiologist whose special field is immunology, has re- 
ceived a five-year Research Career Award of $109,980 
from the National Institutes of Health. 

The award compensates the recipient through the 
University for full-time work in his field and may be 
renewed for another five-year period. Professor Nisonoff 
plans to continue research on the structure of anti- 
bodies, relation of structure to function, and the nature 
of antigen-antibody reaction. 

He is the third University scientist to receive a Re- 
search Career Award. Others who have been granted 
this award are Professor Gottfried S. Fraenkel, entomol- 
ogist, and Professor J. McV. Hunt, psychologist. 


Graduates of the College of Engineering in 1956 
have made rapid progress in salaries and a substantial 
percentage have increased their capacity by earning ad- 
vanced degrees, a five-year study by the Engineering 
Placement Office reveals. 

It was found that the 1956 graduates have increased 
salaries 71.5 per cent over starting figures, while starting 
salaries increased only 25.98 per cent during the same 

Of 350 graduates who responded to the question- 
naire, 48 had received either an M.S. or M.B.A. degree 
during this five-year period, seven had received Ph.D. 
degrees, and one had received a law degree. All 56 
were rewarded salary-wise by earning advanced degrees. 

A total of 48.15 per cent of the 1956 graduates are 
still with the same company with which they were em- 
ployed upon graduation. Another 34.26 per cent have 
made one change in employment, 13.58 per cent 
have made two changes, 4.01 three changes, and none 
has made more than three changes. 

Demand continued heavy for B.S. degree engineers 
during 1962, the Summary of the Senior Employment 
Interview Program, published by the College of Engi- 
neering, indicates. During the fall 283 companies and 
in the spring 357 companies had student interviews to- 
taling 11,036. Demand for men with advanced degrees 
continues to grow at a rapid rate, particularly in the 
fields of electrical engineering and physics. 



Senate Bill No. 800, approved by the General As- 
sembly and signed by Governor Kerner, August 21, 1961, 
provides for payroll deduction from salaries or wages of 
state employees for contributions to the United Fund, 
upon the request of the employee. 

The University of Illinois is complying vi^ith this act 
which provides in part: 

"The Auditor of Public Accounts may, upon written 
request of a state officer or employee, deduct each reg- 
ular payroll period from the salary or wages of the officer 
or employee the amount specified therein for payment to 

the United Fund. The moneys so deducted shall be paid 
over promptly to the United Fund designated by the 
officer or employee by means of warrants drawn by the 
Auditor of Public Accounts against the appropriations 
for personal services of the department, board, body, 
agency or commission by which such officer or employee 
is employed." 

Arrangements are also being made to deduct for 
contributions to the United Fund by staff members 
being paid from other than state funds, when requested 
by the staff member. 

^j \xX"Vo^ 



No. 41, October 11, 1962 

m l^^^:-t: or t::. 

Procedures in the Initiation, Review, and Approval of New Units 
of Instruction, Research, and Public Service 

DEC 5 126^ 



At the University of Illinois, the faculty defines edu- 
cational policy, subject to final approval by the Board of 
Trustees. The administrative officers participate directly 
in the formulation of such policy through the allocation 
of budget and space, and through recommendations to 
the Board of Trustees concerning faculty proposals. They 
also participate through the initiation of suggestions for 
appropriate review. All new programs and all expendi- 
tures of funds in excess of $2,500 must be approved by 
the Board of Trustees, which acts upon recommenda- 
tions submitted by the President. 

In general, the initiation and review of new or re- 
vised academic programs is a sequential legislative proc- 
ess which takes place at five levels within the University 
organization: department, college, Senate, Senate Co- 
ordinating Council, Board of Trustees. 

New academic programs usually originate in a de- 
partment, the primary unit of education and administra- 
tion. (Occasionally an interdepartmental committee or 
i"division" will initiate and after approval administer a 
jnew instructional program.) After review and approval 
iby the departmental executive or advisory committee, 
Ithe proposal is sent to the dean of the college. 

The dean of the college refers curricular proposals 
to the college committee on educational policy (or com- 
mittee on courses and curricula) . Major changes are 
Referred, with committee recommendation, to the gen- 
eral faculty of the college. In certain colleges, the com- 
Tiitte on courses and curricula is authorized to act for the 
laculty on proposals for individual course changes, de- 
ledons, or additions. In the case of all programs which 
lead to the master's and doctor's degrees, the Graduate 

College has jurisdiction. Individual courses that carry 
both undergraduate and graduate credit must be ap- 
proved by both the cognizant undergraduate college and 
by the Graduate College. 

Following approval at college level, the new program 
is submitted to the Executive Vice-President and Pro- 
vost, the chief educational officer under the President, 
for review in terms of resources available and relation- 
ship to offerings elsewhere in the University. The Pro- 
vost then transmits the proposal to the President with 
his recommendations — often after securing consent to 
modification by the college and department concerned. 

The President, in his capacity as presiding officer of 
the Senate at each campus, refers new proposals rou- 
tinely to the Senate Committee on Educational Policy 
which reviews them and recommends action, favorable 
or otherwise, to the Senate.^ (In Chicago the two vice- 
presidents act as presiding officers of those Senates when 
the President can not preside.) 

When approved by a given Senate, the proposal is 
referred by the President to the Senate Coordinating 
Council, which studies the proposal in the light of total 
University educational policy. (The Senate Coordinat- 
ing Council consists of elected representatives of the 

' "Each Senate may exercise legislative functions in matters of 
educational policy affecting the University as a whole or its own 
campus only; but no such Senate action shall take effect until 
submitted to the Senate Coordinating Council and approved by 
the Board of Trustees . . ." University of Illinois Statutes, II, 
Sec. 6 (e). 

Each Senate consists of the full professors, deans of colleges, 
directors of schools and institutes, department heads, and other 
academic and administrative persons as each Senate may deter- 
mine by resolution. Seven senior administrative officers are ex 
officio members of each Senate. 


Senates of all three campuses.) If a proposal involves 
more than one campus, it will usually be referred by the 
Coordinating Council to the other Senate or Senates 
concerned. A proposal will always be referred to one or 
both of the other Senates if their representatives so 
request. If the Senates disagree, the Coordinating Coun- 
cil will first seek agreement on the part of the Senates, 
but will make its own recommendation to the President 
if no such agreement can be reached. 

The recommendations of the Senate, together with 
any modifications proposed by the Senate Coordinating 
Council, are submitted by the President with his own 
recommendations to the Board of Trustees for final 
action. The President is required to submit a proposal 
made by the Senates or Coordinating Council to the 
Trustees, but he may recommend that it be rejected — 
say for the lack of funds or facilities or for policy reasons. 
Given the careful faculty consideration a proposal re- 
ceives, and given the traditional recognition of faculty 
responsibility in educational policy, administrative ap- 
praisal and recommendation will not normally be con- 
cerned with the substantive aspects of intrinsic educa- 
tional policy but instead with the availability of resources 
with alignment with over-all institutional objectives, and 
with the relationship of the program to work offered at 
other institutions. 

In an institution of the size and complexity of the 
University of Illinois, the procedures outlined, though 
detailed, are essential. Not infrequently in the course of 
their journey through the legislative process, proposals 
are modified, rejected, or abandoned, in whole or in 
part. The total process insures that the intrinsic educa- 
tional worth of new programs is weighed by the bodies 
most competent to make such evaluations — the several 
faculties and agencies of the entire University faculty. 
But before a proposal is finally approved and imple- 
mented, it is evaluated in terms of the total needs, re- 
sources, and priorities of the University — and in terms 
of the needs of the State — as judged by the University 
administration and by the governing body, the Board of 


Proposals for new units of research and public serv- 
ice do not normally pass through the faculty legislative 
channels followed by new instructional programs. In- 
stead, they are reviewed by administrative officers at 
several levels, and typically by committees advisory to 
these officers, prior to submission to the Board of Trus- 
tees for final approval. 

The procedures are somewhat different for new units 
proposed for support within the University's regular 

budget (General Funds) from those followed for pro- 
posals to be supported mainly by funds from outside 
sources (Restricted Funds). The two types will be de- 
scribed separately, even though the differences are not 

New Programs Supported from General Funds. The 
establishment of such new organizational units for re- 
search and public service — e.g., laboratories, centers, 
bureaus, institutes — normally requires increases in leg- 
islative appropriations and hence allowance or outright 
provision for them in the biennial budget request sub- 
mitted to the General Assembly. Such proposals typically ; 
have the following course of review: 

1. The proposal is initiated within a department, fol- 
lowed by review and approval by the departmental 
executive committee (when the executive officer is a 
"chairman") or advisory committee (when the execu- 
tive officer is a "head"). (In the case of interdepart- 
mental programs, the departmental bodies of all col- 
laborating departments must take action.) 

The executive officer transmits the proposal, as 
part of the department's biennial budget request, to 
the dean of his college. 

Where a proposal is interdepartmental or intercol- 
lege, it usually originates in a specially appointed 
study committee. Such proposals must be reviewed^ 
by all departments and colleges concerned. ' 

2. At college level, the request is reviewed by the execu--, 
tive committee (elected by the faculty) whose chair-, 
man is the dean. If approved, it is included among' 
the college's biennial budget requests submitted to the 
President — usually with an indication of its priority 
among the college's askings for new programs. 

3. The President refers the college's request to the Ex- 
ecutive Vice-President and Provost, who submits it tc 
the University Budget Committee of which he i' 
chairman. This Committee is advisory to the Presi^ 
dent in budget planning and submits over-all recom- 
mendations concerning biennial budget increases and 

4. The President reviews the recommendations of the 
University Budget Committee (including proposal; 
for new programs), and then submits his own recom 
mendations to the University Council for genera 
review and advice. (The Council consists mainly o 
the vice-presidents, deans and directors, and fiv( 
members chosen by vote of the Senates on the threi 
campuses; its duties are to advise the President on tb 
budget and such other matters as he might choose ti. 
bring before it.) 

5. The President then submits the recommended budge 
proposals to the Board of Trustees for final revie\ 

and approval. The Board's Committee on Finance 
reviews the proposals and submits them with its own 
recommendations for final action. 

If a new unit of research or public service is proposed 
during a biennium — without prior review and budget- 
ary provision — the procedure just outlined may be fol- 
lowed, depending upon the timing and the magnitude 
of the project. If the project is presented at the time of 
preparation of the annual budget, the foregoing pro- 
cedures are normally followed. If it is proposed at any 
other time, the lack of unobligated funds will limit pos- 
sible implementation to relatively small-scale projects 
— often involving reassignment of funds within a col- 
lege. Such proposals are not usually referred to the 
University Budget Committee or to the University Coun- 
cil, but otherwise the course of review outlined above is 

In general, as already noted, all projects that require 
new funds in excess of $2,500 must be approved by the 
Board of Trustees. 

'New Programs Supported by Funds from Outside 
Sources (Restricted Funds). Occasionally, without prior 
solicitation, an outside agency or individual will offer to 
give funds to the University for the establishment of a 
new program. Such an offer either comes direct to the 
President, or is transmitted to him by whatever staflf 
might have received it. The action taken by the Presi- 
dent to secure a review of the proposal would depend 
upon the nature and organizational status of the pro- 
posed unit. If an independent agency reporting directly 
to the President is proposed (say a research institute), 
he would request appraisals and recommendations from 
the departments and colleges concerned with the areas 
involved, and would then bring the proposal before the 
University Council. Assuming that the outcome of these 
appraisals seemed to him to justify it, the President 
would then submit the proposal to the Board of Trustees 
with a recommendation for approval. If the program of 
research or service fell within the area of responsibility 
assigned to an existing department (or an interdepart- 
mental unit within a college), the proposal would be 
referred to the dean of the college for appropriate review 
and recommendation. The intracoUege review pro- 
cedures would be essentially the same as those outlined 
above for proposals originating within a department (or 
among two or more departments) . Upon receiving the 
dean's recommendations, and after consultation with 
other general administrative officers, the President might 
or might not refer the proposal to the University Coun- 
cil for advice, depending upon the extent to which other 
colleges or divisions might be involved or affected. If 
the outcome of the review process seemed to him to 

justify it, he would recommend favorable action to the 
Board of Trustees. 

When outside support for a new program of research 
or service is to be sought, well-defined procedures are 
followed. Except for the first step (preliminary negotia- 
tions), the following are the prescribed procedures: 

1. The University's General Rules Concerning Univer- 
sity Organization and Procedure state: "Staff mem- 
bers may conduct preliminary negotiations with pro- 
spective grantors or contractors with the prior 
knowledge and approval of the department head or 
other appropriate administrative officer and the dean 
or director, if required by college policy, but have no 
authority to bind the University to enter such a 

2. A formal request for grant or contract funds is pre- 
pared by a staff member, or by a departmental or 
interdepartmental group, and approved by the execu- 
tive officer of the department (or by the two or more 
executive officers in the case of interdepartmental 
projects) . 

3. The proposal is next reviewed by the dean of the 
college (or director of a division, institute, etc.). 

4. The Business Office reviews the budget proposed in 
the request to assure that University policies and 
regulations concerning financial arrangements are 

5. If no commitment of University resources (funds or 
space) unavailable to the department is involved, the 
Chairman of the University Research Board is author- 
ized to approve such requests for the President, and 
they are then transmitted to the outside agency by 
the Business Office. Reports of such approvals are, of 
course, filed with the Provost and the President. 

6. If the request proposes to commit University funds or 
space not available to the initiating department, ap- 
proval of the Executive Vice-President and Provost 
is required before the proposal can be transmitted to 
a prospective donor or contracting agency. (It is 
important to stress that such "approval," like the 
"approval" of the Chairman of the University Re- 
search Board in Step 5, does not guarantee final Uni- 
versity acceptance of whatever grant or contract 
might be proffered by the outside agency. Such final 
approval depends on the terms proposed by the donor, 
the circumstances prevailing within the University at 
the time notice is received from the donor, and the 
size of the grant or contract.) 

7. If the outside agency approves the request for funds 
— in whole or in part — the President accepts the 
grant or authorizes negotiation of a contract, unless 
a commitment of University funds requiring approval 

by the Board of Trustees is involved. The General 
Rules Concerning University Organization and Pro- 
cedure state: "Contracts involving payments by the 
University in one fiscal year in excess of $2,500 shall 
be specifically authorized by the Board of Trustees, 
except that when an emergency exists the President 
is authorized to act but must report his action to the 
Board of Trustees." 

8. In the case of grants or contracts requiring approval^ 
by the State Board of Higher Education, the Boardj 
of Trustees authorizes acceptance of a grant or nego- 
tiation of a contract subject to approval by the State! 
Board of Higher Education. The University's formall 
acceptance of such grant or contract funds is with- 
held until approval has been given by the State Boardl 
of Higher Education. 

The State Board of Higher Education 

At its meetings on July 10 and September 11, the 
State Board of Higher Education approved the follow- 
ing new units of instruction submitted by the University : 

1. Doctor of Philosophy in Genetics 

2. Graduate Degrees (Master's and Doctorate) in Com- 
parative Literature 

3. New Curriculum in Aviation Electronics 

4. Master of Extension Education 

5. Doctor of Philosophy in Pharmacy 

6. Master of Science in Forestry 

In July the Board deferred action on the last three 
programs listed. Supplementary statements were sub- 
mitted by the University, and the three programs were 
approved on September 11. 

The Board also has approved the University's accept- 
ance of a grant from the National Science Foundation! ■ 
for a research project to develop and experiment with aj 
new curriculum in school mathematics for Grades 7[ • 
through 12. i 

The educational program for the University of Illi-i 
nois at Congress Circle, Chicago, although not yet fully 
implemented, was approved by the University's Board of 
Trustees prior to the creation of the State Board last 
August 22. Thus, under the rules of the State Board, 
this program is not subject to approval. It is assumed 
that expansion of this program beyond the present pat- 
tern will require approval. 





1 \ u- x^^ 

NO^ 7" l>3b^ No. 42, October 30, 1962 

Resolutions of the American Council on Education 

The American Council on Education, at the October 
5 Business Session of the Forty-fifth Annual Meeting in 
Chicago, adopted the following resolution on the inte- 
gration crisis at the University of Mississippi: 

The American Council on Education has viewed with 
deep concern the events of recent weeks involving the Uni- 
versity of Mississippi. The intolerance, the unruly violence, 
the need for military action by the Federal Government, the 
deaths which have occurred, and the harsh antagonisms cre- 
ated, all are cause for anguish. 

As a council in which meet several scores of educational 
associations and nearly a thousand public and private colleges 
and universities, spread across all regions of the country, we 
feel impelled to utter protest at the way the University of 
Mississippi (one of our member institutions) was set against 
the law. In this we join with the Executive Council of the 
Commission on Colleges of the Southern Association of Col- 
leges and Schools. 

State universities in America, no less than private ones, 
have normally and for a great many years been accorded 
Boards of Trustees or Regents to shoulder responsibility for 
the institutions' policies and to serve as buffers against the 
jpassions — or whims — of powerful individuals and special 
'interest groups. The direct intervention of the Governor of 
the State, under the pressure of which the Board of Trustees 
of the University of Mississippi apparently yielded its tradi- 
tional and constitutional authority, is a particularly shocking 
invasion of political power into an institution properly de- 

voted to higher learning and the public interest broadly con- 
ceived. No university and no college can perform its proper 
function with assurance and fidelity if its policies and basic 
sense of mission are subject to such direct and arbitrary 

Independent and self-determining authority for colleges 
and universities, we judge to be a basic and time-tested 
requirement. Only when they possess it and are assured of it, 
can institutions of higher education develop the intellectual 
strength and vigor, the honesty of thought and response, that 
a free society properly demands of them. 

The Council also urged Congressional action on 
higher education bills by adopting at the same session 
the following resolution: 

The American Council on Education reaffirms its convic- 
tion that higher education can not continue properly to dis- 
charge its important responsibilities to the nation and the 
world without the encouragement and support of the Federal 
Government. The Council is appreciative of actions taken by 
the Congress in the present session, but must express its 
disappointment at the failure of the major higher education 
bills. The Council calls upon the Congress to turn to the 
early and favorable consideration of measures to assure the 
future and the excellence of higher education. 

We remind the American people that nothing less than 
massive support for education from all sources — voluntary, 
local, state, and federal — can provide the quality and quan- 
tity of educational opportunity required at this time. 

Justin Smith Morrill Hall 


It is recommended that the new laboratories building 
iouth of Burrill Hall, construction of which was financed 
3y grants from the National Institutes of Health, the 
National Science Foundation, and matching State funds, 
)e named Justin Smith Morrill Hall for Congressman 
md later Senator from Vermont Justin Smith Morrill, 
ponsor of the Land-Grant Act. This name has been ap- 
proved by the Executive Committee of the School of 


Life Sciences and the Executive Committee of the Uni- 
versity Council. 

The University has named the Plant Sciences Build- 
ing, now under construction, for Jonathan Baldwin 
Turner, early pioneer in the development of the concepts 
which underlay the initiation and growth of Land-Grant 
universities. The state of Illinois, which contributed 
greatly to the impetus for the Land-Grant movement, 

should also honor the sponsor of the national legislation 
under which the University of Illinois was founded. It is 
especially appropriate to take such action this year, the 
Centennial of the Land-Grant Act. 

The new building will house the Department of En- 
tomology and will also be used by other departments in 

biology. The building use thus reflects the University': 
broad interest in research and instruction, the early em 
phasis upon 'science, and the cooperative arrangements 
between the state and federal governments in the en- 
couragement of the~ program of Land-Grant univer- 

Presidents Report on Selected Topics of Current Interest 




The number of beginning freshmen at the University 
of Illinois who were graduated in the top five per cent 
of their high school classes increased numerically from 
620 in 1960 to 703 in 1961, a study completed by Dean 
C. W. Sanford, Admissions and Records, indicates. 

On a percentage basis, 12.2 per cent of the freshman 
class were in this category in 1960, 14.3 per cent in 
1961. Included were 146 high school valedictorians in 
1960, and 151 in 1961. 

Statistics on students from the top ten per cent of 
high school classes showed 1,176 (23.15 per cent) in 
1960 and 1,262 (25.67 per cent) in 1961. 


A total of 4,350 people attended thirty-nine meetings 
in the University's series of summer orientation meetings 
for new students, their parents, and relatives, Edward 
E. Stafford, Associate Dean of Students, reports. This 
number was more than double the record of those who 
came to the campus in ,1961, the first year of the 

The visitors met with representatives of the faculty, 
housing division, and administrative offices. Presiding 
at each session were County Chairmen of either the 
University of Illinois Dads or Mothers Associations. 


The University of Illinois Press is cited as outstanding 
among the forty-eight American university presses in an 
article on that subject published in Russian by America 
Illustrated, an illustrated monthly magazine devoted to 
presentation of various aspects of American life for dis- 
tribution to the Soviet people. 

The University's Press is described as characteristic 
of "the vigor of thought and creative excitement of 
university publishing in the past decade." 

Since 1922 the American Institute of Graphic Arts 
has annually selected "Fifty Books of the Year," repre- 
senting the highest level of book design and production 

in the country, the article states. "Ten Illinois Press 
books have been selected since 1949." 

A selection of University of Illinois Press books was 
photographed to illustrate the article in America Illus- 
trated which has a circulation of 52,000 among the 
Russian people and through official government distri- 
bution by the American Embassy in Moscow. The mag- 
azine is published by the United States Information 


The University of Illinois is one of the top five Land- 
Grant institutions in the awarding of master's and doc-i 
torate degrees according to a study of a ten-year period 
(1949-59) recently published by the U.S. Office oi? 
Education. j* 

At the doctoral level, Illinois, California, Wisconsin^ll ; 
Ohio State, and Cornell awarded 49 per cent of all doc-r' 
torates conferred by all Land-Grant institutions over the 
ten-year period. 

At the master's level, Illinois, California, Wisconsin,; 
Minnesota, and Ohio State conferred 33 per cent of the 
Land-Grant total. 


An Award of Merit from the American Association 
of State and Local History has been conferred on The 
Letters of Stephen A. Douglas published by the Univer- 
sity of Illinois Press and edited by Professor Robert W. 
Johannsen, Department of History. 


The July Report gave a resume of the 1962 Summer 
Institute for Secondary School Teachers held under the 
direction of Professor Max Beberman of the College of 

In 1962-63, programs for secondary school and col- 
lege teachers of mathematics will again be conducted by 
the Department of Mathematics under the leadership of 
Professor Joseph Landin. 

In June, forty-eight junior and senior high school 

le ea. ■ 
nivei. ' 

and college teachers began work in the Sixth Academic 
Year Institute for teachers of mathematics which will be 
concluded June 8, 1963. 

August 1 1 was the concluding date of the Fifth Aca- 
demic Year Institute completed by forty-one secondary 
and college mathematics teachers. In addition, the first 
summer-only institute was held in 1962 for forty college 

Since the Academic Year Institutes were started at 
Illinois in 1957 the University has received $1,718,415 
from the National Science Foundation in support of the 


The University of Illinois Library has received the 
,j, personal papers and bibliographical correspondence of 
, the late Charles Evans, prominent Chicago librarian and 
J.,. ;historian, through a gift from his three surviving chil- 
dren, Mrs. Gertrude Evans Jones, Eliot H. Evans, and 
. Charles Evans, Jr., all of Chicago. 

Included is the master set of Charles Evans' twelve- 
volume American Bibliography, a chronological diction- 
ary of all books, pamphlets, and periodical publications 
in the United States from the genesis of printing in 1639 
down to and including the year 1820. 
Lam This work is considered one of the important biblio- 
ik graphical compilations and is a highly valued source for 
perk students working in the areas of early American history 
ice f and literature. 


' At ceremonies September 10, the University granted 

certificates to fifty men and women who have completed 

™ ten weeks of training for the Peace Corps in the India II 

° project. Principal speaker was Braj Kumar Nehru, 
India's ambassador to the United States. 

The trainees studied Hindi or Gujarati, principal 
languages of India; Indian area studies; the United 
States in world affairs; health, medical, and physical 
:onditioning ; Peace Corps orientation, and Communist 

oni strategy. 

\]0 \ Professor Thomas Page, Institute of Government and 
Public Affairs, was project director and will accompany 
he group to India. 


"Profile of a President," a report of a study of the 
presidents of America's 500 leading industrials, con- 
ducted by Heidrick and Struggles of Chicago and Los 
Angeles, shows that Illinois ranks ninth among "schools 
most frequently attended" by 453 executives. 


Edwin C. Bay, farm adviser in Sangamon County 
since 1926, was one of fourteen persons in state exten- 
sion work over the nation to be recognized by the United 
States Department of Agriculture with a Superior Serv- 
ice Award in 1962. 

The citation was "For notable contributions to the 
Illinois Cooperative Extension Service, the welfare of the 
people of Sangamon County, and for national leadership 
in his professional organization." 

Professor Sheldon W. Williams, jointly employed by 
the U.S.D.A. and the Department of Agricultural Eco- 
nomics, received the Superior Service Award for coordi- 
nating the research activities of the North Central Re- 
gional Dairy Marketing Committee. 


Professor John Bardeen, electrical engineering and 
physics, received the third Fritz London Award for dis- 
tinguished research in low temperature physics Septem- 
ber 17 during the Eighth International Conference on 
Low Temperature Physics at the University of London. 

Professor Bardeen and two colleagues developed the 
first successful microscopic theory of superconductivity. 
In 1957, he published with Professor Leon M. Cooper, 
now of Brown University, and Professor J. Robert 
Schrieffer, Department of Physics at Illinois, the famous 
Bardeen-Cooper-Schrieffer theory of superconductivity, 
which has influenced the clarification of one of solid 
state physics' principal problems. 

The Fritz London Award, accompanied by an hon- 
orarium of $1,000, honors the first scientist to elucidate 
the nature of superconductivity. It is sponsored by the 
ADL Foundation of Arthur Little, Inc. 





; Participants and leaders in the aviation industry have 
commended the first Aircraft Owners and Pilots Associa- 
lion Flight-Training Clinic at University of Illinois- 
Willard Airport in June. 

The largest training clinic of its kind ever held in 
jhis country in peacetime drew 313 students and instruc- 
|ors to Urbana-Champaign for three days of intensive 
raining. Another 250 pilot applicants were turned away 
)ecause applicants exceeded the supply of instructors. 


For outstanding contributions to chemistry Professor 
Nelson J. Leonard and Professor Howard M. Malm- 
stadt will receive awards from the American Chemical 
Society at the organization's April, 1963, meeting in Los 
Angeles. The awards were announced September 1 1 at 
the 142nd A.C.S. convention in Atlantic City, New 

Professor Leonard is the recipient of the A.C.S. 

Award for Creative Work in Synthetic Organic Chem- 
istry. He is cited for developing a wide variety of syn- 
thetic methods to produce unusual molecular structures 
and for studies of the spatial arrangements of atoms in 

Professor Malmstadt is to receive the A.C.S. Award 
in Chemical Instrumentation for his work in introduc- 
ing automatic procedures into analytical chemistry. Com- 
mercial instruments based on his design are in use in 
analytical laboratories throughout the world. 


Professor George C. McVittie, Head of the Depart- 
ment of Astronomy, received the Silver Medal of the 
City of Paris, France, for his work on a five-man com- 
mittee which organized and conducted an International 
Symposium on the Dynamics of Satellites. 

Professor McVittie and Professor Stanley P. Wyatt, 
Jr., also of the Department of Astronomy were two of 
the eleven Americans who were participants. The Sym- 
posium was attended by delegates of fifteen countries. 


Stuart K. Neumann of Chicago and Donald L. Wil- 
liams of Fern Creek, Kentucky, both graduates of the 
College of Fine and Applied Arts in June, will share a 
grand national prize of $5,833 in the Fourth Annual 
Architects' competition sponsored by the Ruberoid Com- 

Three other University of Illinois teams won merit 
awards of $250 each in the competition. 



Alan H. Jacobs, Instructor in Anthropology on the 
Urbana campus, was cited in the September 14 issue of 
Life magazine among the 100 most important Ameri- 
cans under the age of forty. 

Describing its selections as the leaders of the new 
"takeover" generation. Life said that Jacobs is "an an- 
thropologist who is among the world's leading experts 
on the Masai tribes of Tanganyika and Kenya." 

A native of Berwyn, Jacobs studied at Western Mich- 
igan University, received a master's degree from the 
University of Chicago, and has completed requirements 
for a Ph.D. from Oxford University in England, pending 

submission of his thesis. He spent two years in field work 
in East Africa. 


A three-day symposium was organized in honor of 
the late Professor H. Frazer Johnstone, University of Illi- 
nois division of chemical engineering, during the Amer- 
ican Chemical Society's 142nd national meeting Septem- 
ber 9-14 at Atlantic City, New Jersey. 

Professor Johnstone joined the Illinois faculty in ] 
1928. He earned national recognition for work on air 
pollution, conducting field and laboratory studies on 
sources, eflfects, and prevention. 




Professor Charles E. Osgood, Director of the Univer- 
sity of Illinois Institute of Communications Research, 
took office September 2 as president of the American 
Psychological Association during the organization's an- 
nual convention in St. Louis. 

In 1960, Professor Osgood was given the Distin- 
guished Scientific Award of the Association for his re- 
search in the psychology of language and communication. 




Dean Theodore B. Peterson, College of Journalism * 
and Communications, assumed the presidency of the As- , 
sociation for Education in Journalism during the organ- 
ization's annual convention August 26-30 at Chapel Hill, '■ 
North Carolina. ;' 

The national group was founded in 1912 as the. 
American Association of Teachers in Journalism. 


Dr. Robert J. Ryan, Assistant Professor of Medicine 
at the Medical Center campus, is one of five junior fac- 
ulty members of medical schools in Chicago to receive a 
medical achievement award from the Interstate Post- 
graduate Medical Association of North America. 

Dr. Ryan was named for his research in the gonado- 
trophic hormones in the pituitary, the body's master 

The annual awards of $500 each are financed by a 
fund established by the late Dr. William B. Peck of 
Freeport, who founded the Association in 1916. 

d I. .a:4 




No. 43, November 1, 1962 

University of Illinois Biennial Budget for Operations, 1963-65 


The Board of Trustees, at its meeting on October 
17, 1962, approved the biennial operating budget. The 
following is taken from material prepared for the Board 
in connection with the budget presentation. 


Present Budget 

The biennial budget of the University of Illinois 
includes only those funds that are appropriated by the 
General Assembly. These legislative appropriations are 
called "General Funds," and for the current biennium 
they will account for approximately 62 per cent of the 
University's expenditures for all purposes. The following 
is a breakdown of the 1961-63 biennial budget, showing 
the two sources of General Funds and their allocation 
over the two years of the biennium: 



1961-63 Total 

Source oj Funds 
General Revenue 

(Tax) Fund $63,500,000 $66,200,000 $129,700,000 

II I University 

Income Fund... . 7,528,000 7,528,000 15,056,000 

Total $71,028,000 $73,728,000 $144,756,000' 

In addition to these General Funds, the University 
1 receives financial support in the form of gifts, grants, 
land contracts from many outside sources — including 

the federal government, private foundations, industry, 
'and individual donors. Furthermore, the University 

operates various auxiliary enterprises that are largely 
1 self-supporting, such as residence halls, the union build- 
;'ing, and bookstores. The income from these various 

sources represents about 38 per cent of the funds ex- 

Ipended annually by the University. Since the use of 

I ; 

'AH figures in this statement include funds for the Police 
Training Institute, for which a separate appropriation was 
ireceived in 1961-63. Since the budget for the Institute will be 
I included in the University's regular operating appropriation 
;for 1963-65, the Institute's budget for 1961-63 has been con- 
solidated here with that of the University in order to 
facilitate comparisons of the two sets of biennial figures. 

such funds is limited to designated purposes, they are 
called "Restricted Funds" and do not require appropria- 
tion by the General Assembly. 

The following table presents a comparison of ex- 
penditures of the two types of funds, for the two fiscal 
years of the present biennium: 

1961-62 1962-63 







General funds . . . 

.$ 71,028,000 


$ 73,728,000 


Restricted funds . 

. 42,063,231 









From the two foregoing tables it can be seen that 
state-tax funds account for only about 56 per cent 
($66,200,000) of the total of expenditures anticipated 
by the University in 1962-63. University income provides 
an additional 6 per cent ($7,528,000), to bring the 
appropriation of General Funds to 62 per cent ($73,- 
728,000) of the over-all total. 

Based upon figures for 1961-62, annual expenditures 
for the main types of University operations are approxi- 
mately as follows, in terms of percentages: 

39 per cent for instruction (mostly General Funds) 

29 per cent for research (mainly Restricted Funds) 

1 1 per cent for extension and public service, exclusive 

of Research and Educational Hospitals (about 

equally divided between General and Restricted 


8 per cent for Research and Educational Hospitals 

(mainly General Funds) 
13 per cent for self-supporting auxiliary enterprises 
and student aid (Restricted Funds) 
These percentages reflect both the direct and the indirect 
costs of the indicated functions. That is to say, the 
expenses of administration, retirement benefits, library, 
and physical plant have been allocated to the several 
classes of operations, approximately in proportion to 
their respective direct costs. 

The average cost of undergraduate instruction in 

1961-62 was $1,162 per student for the Urbana- 
Champaign campus and $1,068 for the Chicago Under- 
graduate Division (two-year program only). The unit 
costs of graduate and professional education are consid- 
erably higher, but these students constitute less than 25 
per cent of the total enrollment. It is estimated that the 
average over-all cost per student for all types of on- 
campus instruction in 1961-62 was slightly more than 

Special attention is called to the fact that the Re- 
search and Educational Hospitals in Chicago require 
about 8 per cent of the University's income for opera- 
tions. Only an eighth of the costs is offset by fees 
collected from patients — a situation quite different 
from that in certain other major universities whose 
hospitals are entirely self-supporting. A similar item is 
the provision of funds for the Division of Services for 
Crippled Children — $1,778,180 for 1962-63 — within 
the University's regular budget for operations. It is im- 
portant to recognize these components of the University's 
budget, since the latter is sometimes compared with those 
of other institutions, without knowledge or recognition of 
the differences due to the inclusion of heavy items for 
public-service activities in its legislative appropriations. 

Preparation of the Biennial Budget Requests 
for 1963-65 

The biennial budget requested for 1963-65 is based 
upon recommendations made by the University Budget 
Committee, an all-University committee appointed by 
the President. The Executive Vice-President and Pro- 
vost serves as chairman and the other members include 
the Vice-President and Comptroller, the Vice-President 
for the University of Illinois at the Medical Center, the 
Vice-President for the Chicago Undergraduate Division, 
the Dean of the Graduate College, the chairmen of the 
budget committees of the Senates on the three campuses, 
and three members-at-large. 

The preparation of the biennial budget covered a 
period of approximately six months, beginning in the 
spring of 1962. The work began with a general request 
from the Chairman of the University Budget Committee 
addressed to deans, directors, and general administrative 
officers concerning the general conditions to be faced 
by the University during the biennium 1963-65. Esti- 
mates of enrollment were provided to all instructional 
departments and administrative officers, together with 
information concerning existing instructional loads and 
trends since 1954. All departments and divisions were 
requested to submit estimates of funds needed to handle 
increased enrollment, to meet the costs of operating new 
buildings, to overcome deficiencies in staff and expense 
budgets for current levels of operation, and to provide 

funds for essential improvements in academic programs 
The analysis of needs and the development of budget 
estimates for 1963-65 presented unusual difficulties and 
uncertainties. Principally, these related to the expected 
opening of the new campus at Congress Circle in Sep- 
tember 1964 — an opening date that has been assumed 
in the preparation of the 1963-65 budget request. One 
set of problems concerned the estimation of the dates of 
completion of the new buildings and of the time re- 
quired to get them into condition for occupancy by the 
scheduled opening date. More difficult, however, was 
the prediction of enrollment at the new campus where 
students in the Chicago Undergraduate Division will 
be able for the first time to complete their work for 
baccalaureate degrees. There was also the related uncer- 
tainty as to what concurrent changes in enrollment might 
occur at the Urbana-Champaign campus, since no 
definitive basis existed for estimates of how the Urbana- 
Champaign enrollment would be affected by the open- 
ing of the new campus. Enrollment predictions were 
nevertheless made by the Bureau of Institutional Re- 
search, and the figures adjusted by the Budget Commit- 
tee in the light of departmental estimates and of the 
availability of office, laboratory, and classroom space. 
The latter was calculated by the Central Office on 
the Use of Space and the Space Planning Office of the 
Physical Plant Department. It was assumed that the 
new campus at Congress Circle would have adequate 
facilities for the expected enrollment if construction, 
could be completed by September 1964. 

The Budget Committee gave careful attention to 
various proposals for salary increases, and attempted to 
estimate the extent of salary improvement that would 
be necessary to maintain the position of the Univer- 
sity of Illinois among comparable universities in the 
United States. The increasing competition from other 
universities and that from industry in certain fields were 
important considerations in this study. 

When the University Budget Committee had com- 
pleted its budget recommendations, they were submitted 
to the President of the University. After review by the 
President, the proposed biennial budget was presented 
for appraisal to the University Council, consisting of the 
deans and directors of all administrative units. In the 
light of the Council's advice, the President submitted 
his recommendations to the Board of Trustees for action. 


Including increases required by law and those re- 
quired to maintain the present level of expenditure, 
the requests for additional funds submitted by the deans 
and directors — plus the increases for salary adjustments 
recommended by the Budget Committee — totaled $40,- 








286,808 for the biennium. This figure is slightly lower 
than the over-all increase requested for 1961-63 ($41,- 
144,325). Considering that less than 50 per cent of the 
latter amount was finally appropriated for 1961-63, and 
the fact that an extraordinary increase will be required 
for the Congress Circle campus in 1964-65, the total of 
increases requested by the deans and directors for the 
biennium 1963-65 is a relatively moderate one. 

Nevertheless, in the effort to hold the 1963-65 budget 
to a level required to meet urgent needs, the biennial 
increase finally proposed to the General Assembly is 
some 20 per cent below the figure representing the 
original college and departmental requests. As shown 
on page 4, an increase of $31,044,000 above the appro- 
priations for 1961-63 (an average of $15,522,000 per 
year) is requested by the University for the biennium 
of 1963-65. This represents an increase of 21 per cent 
over the amount appropriated for the current biennium. 
The total is $175,800,000 in General Funds for 1963-65 
— $15,500,000 of which would come from University 
income and the remainder of $160,300,000 from the 
tax revenues of the State. 

Special attention is called to the sharp increase in 
operating costs for the second year of the biennium 
(1964-65), mainly due to the opening of the new 
campus at Congress Circle. It can be seen that it will 
be necessary to add $3,590,000 in 1964-65 for that pur- 
pose alone. In addition, the sum of $3,000,000 is re- 
quested for further salary adjustments for the staff on 
all three campuses in 1964-65, and $360,000 additional 
for the operation of new buildings completed at Urbana- 
Champaign for use in 1964-65. Thus the requested bi- 
ennial budget of $175,800,000 would be divided between 
the two years of the biennium as follows: $84,425,000 
for 1963-64; $91,375,000 for 1964-65. It is important 
for future planning to record that the difference of 
$6,950,000 would have to be added to the total appro- 
ipriated for the biennium 1965-67 in order to continue 
in that biennium the level of operations reached during 
the second year of the biennium 1963-65. 

(All amounts are for two years except as noted.) 

I. Contributions to University Retirement 

System $ 742,900 

II. To Continue for a Full Biennium Funds 
Required for One Year Only in the 
1961-63 Biennium 2,700,000 

III. Salary Adjustments for All Staff 

A. 1963-64 (for two years) 9,000,000 

B. 1964-65 (for one year) 3,000,000 


IV. To Provide for Increased Enrollment in 
1963-64 (for two years) 

A. Instructional staff (Urbana and Medical 

Center) $ 2,740,000 

B. Nonteaching staff, expense, and 


1 . Urbana and Medical Center 2,060,000 

2. Congress Circle 1,000,000 

V. To Provide for Increased Enrollment in 
1964-65 (for one year) 

A. Instructional staff (Congress Circle) 1,770,000 

B. Nonteaching staff, expense, and equip- 

ment (Congress Circle) 1,230,000 

VI. To Meet Increased Costs of Operation 

A. Operating costs of new buildings in 

1963-64 (for two years) 

1. Urbana and Medical Center 1,571,100 

2. Congress Circle 1,000,000 

B. Operating costs of new buildings in 

1964-65 (for one year) 

1. Urbana and Medical Center 360,000 

2. Congress Circle 590,000 

C. Increases to maintain present level of 


1. Increases in expense and equipment 

to meet rising costs and accumu- 
lated deficiencies 1,500,000 

2. Increases in auxiliary staff to meet 

accumulated deficiencies 1,073,000 

VII. Improvements in Educational Programs. . . 707,000 

Total Increases $ 31,044,000 

Present Biennial Budget 144,756,000 

Proposed Biennial Budget $175,800,000 


General Income 

Revenue Fund Total 

Present Budget $129,700,000 $15,056,000 $144,756,000 

Increase 30,600,000 444,000 31,044,000 

Proposed Budget. . .$160,300,000 $15,500,000 $175,800,000 


I. Contributions to University 

Retirement System $742,900 

The University Retirement System provides disability 
and retirement benefits to all permanent staff members 
and employees of the University, of all other State insti- 
tutions of higher education, and of related organizations. 
The University of Illinois' share of the cost of the Sys- 
tem is included regularly in its appropriations. An 
increase of $742,900 for the biennium is required to con- 
tinue the benefits provided under the law, mainly 
because of the larger number of persons who will be on 

II. To Continue for a Full Biennium 
Funds Required for One Year Only 

IN THE 1961-63 Biennium $2,700,000 

For the current year of the biennium 1961-63, the 
University's budget as appropriated by the General As- 
sembly included $2,700,000 for increases in 1962-63 
above the level for 1961-62. More money was required 
in the second year of the biennium due to increased 
enrollment and to further salary adjustments. This is 
the kind of difference discussed above concerning the 
larger budget requested for 1964-65 due to the occu- 
pancy of the new campus at Congress Circle and to 
further salary adjustments for the second year of the 

The increase of $2,700,000 is necessary to enable the 
University to continue throughout the biennium 1963- 
65 the level of expenditures reached during the second 
year of the current biennium. 

III. Salary Adjustments for All Staff 

A. 1963-64 $9,000,000 

B. 1964-65 $3,000,000 

Academic Staff. The University's original request 
for salary increases in the last biennium (1961-63) to- 
taled $14,600,000 — an amount judged to be necessary 
to enable the University to retain its present staff and 
to recruit additional faculty in the face of the increasing 
heavy competition from other universities and from 
industry. The total finally appropriated, $8,650,000, 
was only 59 per cent of the amount requested. Although 
considerable improvement in salaries was made possible 
by the increased appropriation, it was barely sufficient 
to enable the University to hold its own in the face of 
increasingly sharp competition for high-quality academic 

The overriding condition that faces the University 
of Illinois, as well as other institutions of higher educa- 
tion, is a sharp increase in enrollment at a time when 
the supply of adequately-trained college teachers has 
shown a relative decline. In part, this has been due 
to increasing competition from noneducational occupa- 
tions; but it has been due also to the fact that the 
1930's and the following war years had a relatively low 
birth rate. This has meant a relative deficiency of 
candidates for the teaching profession at a time when 
college enrollments have been steadily rising and when 
they soon will begin to accelerate at an even sharper 
rate due to the postwar jump in the birth rate. In addi- 
tion, a steadily-rising proportion of high school gradu- 
ates are seeking admission to college. 

The situation at the University of Illinois in the 
competition for faculty will be unusually difficult be- 

cause of the large increase in staff required for the 
new campus at Congress Circle. In addition, substan- 
tial increases in graduate enrollment at Urbana- 
Champaign will cause increased demand for instructors 
in advanced courses, especially in the physical sciences 
and engineering. It would be especially unfortunate in 
these circumstances if the University were not in posi- 
tion to compete successfully for faculty of high quality. 
The increases requested for salary improvement should 
enable the University to hold its own among other 
comparable institutions; it will probably not permit any 
gain in standing, and certainly little if any improve- 
ment relative to other professions. 

Nonacademic Staff. The Director of Nonacademic 
Personnel has urged strongly that funds be provided to 
enable the University to meet the continuing increase 
in prevailing rates as established by collective bargaining 
within the community, and also to maintain the Uni- 
versity's competitive position as regards other categories 
of nonacademic personnel. So far as possible, an equi- 
table relationship must be maintained between the wages 
that are determined through negotiation and the sal- 
aries and wages for other groups. 

Of special importance are the salaries of administra- 
tive and managerial personnel, as well as those in 
certain technical categories, where competitive forces 
outside the local community influence salary scales. 
The University must maintain its competitive position 
or else lose highly-skilled personnel to other universities 
and to industry. « 

The opening of the new campus at Congress Circle 
in Chicago will result in a sharp expansion of nonaca- 
demic divisions, which in turn will require that the 
University keep pace with prevailing wage and salary 
scales if its recruitment is to be successful. 


IV. To Provide for Increased Enrollment 
IN 1963-64 

A. Teaching Staff $2,740,000 

As in the biennium 1959-61, enrollment at the 
University of Illinois for the biennium 1961-63 exceeded 
considerably the estimates on which the biennial appro- 
priations for increased enrollment were based. There 
was an excess of 500 students in 1960-61 over the 
expected enrollment, which was absorbed without ad- 
ditional appropriation. In 1961-62, an increase of 1,000 
students had been predicted whereas the actual in- 
crease was 1,247 — some 247 students above the num- 
ber provided for in the budget. In 1962-63, an increase 
of 800 students had been anticipated in the biennial 
budget, but the estimated increase above 1961-62 is 













approximately 1,100 students — 300 above the figure 
used in budget estimates. For the biennium 1961-63, 
this means that enrollment increased by about 550 
•students beyond the estimated total provided for in the 
biennial budget. Although these increases have been 
absorbed without budget increases for staff and other 
costs, this has not been done without creating defici- 
encies in certain areas, especially in the provision for 
laboratory expense and equipment in the natural sci- 
ences and engineering. 

A slight increase in enrollment (100) is expected at 
the Medical Center campus in 1963-64 — mainly in the 
Colleges of Nursing and Pharmacy. No increase is an- 
ticipated at the Chicago Undergraduate Division, since 
enrollment is now at capacity in the temporary quar- 
ters at Navy Pier. A net increase of 1,183 students 
; has been predicted for Urbana-Champaign, distributed 
I as follows : a decline of 255 at the freshman-sophomore 
level, partly offsetting the surplus noted for the pre- 
ceding biennium; an increase of 1,010 at junior-senior 
level ; an increase of 428 at the graduate-professional 

The estimate of total funds needed has been based 
on the following standards: freshman-sophomore level, 
15 full-time-equivalent (FTE) students per FTE in- 
structor; junior-senior level, 12 FTE students per FTE 
instructor; graduate-professional level, 7 FTE students 
per FTE instructor. Average salaries of $8,000, $9,000, 
and $10,000 have been assumed for these three levels, 
respectively, in calculating the salary funds needed. 
(Since a slight decrease in enrollment is predicted at the 
freshman-sophomore level, a corresponding deduction 
was made in arriving at the amount needed.) 

( B. Nonteaching Staff, Expense, and Equipment 
I 1. Urbana-Champaign 

i and Medical Center $2,060,000 

2. Congress Circle $1,000,000 

It seems desirable to separate the estimate for Con- 
gress Circle from that for the other two campuses. For 
1963-64, the need at Congress Circle is for administra- 
tive, technical, and clerical staff that will be needed to 
plan for the move to the new campus. Heads of depart- 
ments, for example, will be needed to recruit staff for 
I the increased enrollment expected in 1964-65. Admin- 
i istrative and clerical staff must be added in the Office 
I of Admissions and Records, the Business Office, the Li- 
j brary, and the Physical Plant Department. The total of 
! $500,000 per year for the two years of the biennium is 
considerably below the amounts requested by the admin- 
; istrative officers in the various units concerned. 

The increased enrollment expected at Urbana- 
Champaign and at the Medical Center will require sub- 

stantial increases in nonteaching staff and in expense 
and equipment budgets. The total requested will cover 
all kinds of "indirect costs" associated with instruction 
and with student services. After a careful analysis of the 
existing relationship between teaching and nonteaching 
(indirect) costs, it was determined that the latter would 
be approximately 75 per cent of the former if adequate 
provision is to be made in the budget for enrollment 
increases. This figure will be too low if the enrollment 
at advanced (especially graduate) levels increases dis- 
proportionately in the laboratory sciences. 

V. To Provide for Increased Enrollment in 1964-65 
OVER THE 1963-64 Level 

A. Teaching Staff 

(Congress Circle only) . 


With the opening of the Congress Circle campus in 
September 1964, it has been assumed that there will 
be a drop in undergraduate enrollment at Urbana- 
Champaign, most heavily in the freshman class but also 
in the junior class which in the past has received a sub- 
stantial number of transfer students from the Chicago 
Undergraduate Division. Although lacking relevant data 
for making definitive predictions in the new situation, 
the Bureau of Institutional Research estimated tenta- 
tively that the over-all decline in undergraduate enroll- 
ment at Urbana might be as high as 1,800 students. To 
offset this drop, however, the Bureau predicted a sharp 
increase in graduate enrollment that might run to more 
than 1,400 students. After lengthy study of both sets of 
predictions, and of the various conditions that might 
well combine to upset them, it was decided to assume 
that the two conflicting trends would virtually cancel 
each other in terms of their net impact upon budgetary 
requirements. So no additional funds are requested for 
increased enrollment at Urbana-Champaign in 1964-65. 
An increase of 100 students was predicted for the Med- 
ical Center, but here, too, it was decided not to request 
increased funds on the assumption that the increases 
requested for 1963-64 could be utilized so as to meet the 
needs for the following year. 

Admittedly, these assumptions and calculations might 
turn out to be quite inaccurate, and substantial increases 
in applications for undergraduate admission might occur 
at Urbana-Champaign in 1964-65. In that event, the 
budgetary provision will be seriously inadequate and 
some limitation upon enrollment might be necessary. 

With respect to Congress Circle, it is assumed that 
there will be an increase of 3,035 students in 1964-65, 
bringing the total for the new campus to approximately 
7,635 students. It is estimated that 2,335 would be at 
freshman-sophomore level while 700 would be at junior- 

senior level. The latter estimate in particular might turn 
out to be too low, since the offering of degree programs 
at the Chicago Undergraduate Division might induce 
many students who now drop out to continue in college 
until graduation. Furthermore, the number of transfer 
students might be substantial — a possibility given little 
weight in the estimates of the Bureau of Institutional 

The instructional staff required was determined by 
the standards indicated above to be 156 FTE teachers 
for freshman-sophomore instruction and 58 for junior- 
senior instruction. At the assumed average salaries of 
$8,000 and $9,000, respectively, the sum of $1,770,000 
would be needed to provide these salaries for a single 
year (1964-65). 

B. Nonteaching Staff, Expense, 

and Equipment (Congress Circle) . . . .$1,230,000 

The amount needed for the nonteaching costs of 
instruction at Congress Circle in 1964-65 was assumed 
to be 75 per cent of the instructional-salary costs as 
determined above — in addition to the physical-plant 
costs, which are discussed in a following section. The 
physical-plant costs for the new campus will be substan- 
tially higher per student than the present inadequate 
facilities at Navy Pier. Furthermore the operating costs 
related more directly to instruction will be higher, when 
expansion of organization and programs takes place. It 
has been assumed, therefore, that all three types of 
budget increases (teaching staff, nonteaching staff and 
expenses, and physical-plant costs) will be necessary to 
(a) transfer the existing staff and student body to that 
campus, and (b) to accommodate an enrollment in- 
crease of 3,035 students. A check on the validity of this 
assumption is provided partly by a determination of the 
estimated cost per student under the budgetary and en- 
rollment conditions stipulated for the Congress Circle 
campus for 1964-65. 

The total budget for the Chicago Undergraduate Di- 
vision in 1962-63 is $4,900,000. This includes all direct 
and indirect costs of operations at Navy Pier, but does 
not include whatever indirect costs might be attributable 
to the general administrative offices at Urbana-Cham- 
paign. With an enrollment of approximately 4,600 stu- 
dents for the current year, the average cost per student 
is $1,065. 

The total of $4,590,000 would be added to the 
1962-63 budget for the Chicago Undergraduate Division 
by 1964-65 — to bring the total figure for that year to 
$9,490,000. This would include direct costs of instruc- 
tion, physical-plant costs, and other indirect costs of in- 
struction. With an estimated enrollment of 7,635 stu- 
dents, the average cost per student in 1964-65 would be 

$1,243. This is only $178 per student more than the 
present per capita cost at Navy Pier. This figure would 
be somewhat increased by salary increases that might be 
granted to the existing staff at Navy Pier by 1964-65. 
Even so, the estimated average cost per student seems 
quite moderate for the city of Chicago in 1964-65, con- 
sidering the very substantial expansion in the facilities 
available and the great improvement in their quality. 
Furthermore, the facilities to be completed in Phase I at 
Congress Circle can accommodate an increase possibly 
to 9,000 students without appreciable increases in 
physical-plant costs. This would tend to lower the per 
capita cost, as an offset to salary and other increases in 
cost of operation. 

VI. To Meet Increased Costs of Operation 

A. Operating Costs of New Buildings in 1963-64 

1. Urbana-Champaign 

and Medical Center $1,571,100 

The Seventy-first General Assembly appropriated 
$48,500,000 for the construction of new buildings and 
other capital improvements at Urbana-Champaign and 
the Medical Center campus. Most of these buildings 
will be completed and occupied in 1963. The costs of 
operation and maintenance (janitor service, utilities and 
maintenance, but not the educational programs carried 
out in the buildings) based upon experience with similar 
buildings, is estimated to be $785,550 for 1963-64 or 
$1,571,100 for the biennium. 

2. Congress Circle $1,000,000 

The budget request for the operation and mainte- 
nance of the new buildings at the Congress Circle campus 
is based upon the completion and acceptance of the 
buildings by the University as follows: 

Heating Plant — starting operations during December 

Physical Plant Building — February 1964 
Library — February 1964 
Classroom Clusters — April 1964 
Engineering and Sciences Laboratories — April 1964 
Lecture Center — June 1964 
Staff and Administration — July 1964 

At least thirty days prior to acceptance. University 
operating personnel will run acceptance tests on the 
building equipment under the supervision of the Archi- 
tect's staff. This will require that the buildings be sup- 
plied with high-temperature hot water, electricity, etc., 
prior to acceptance, and hence operating personnel for 
the heating plant must be employed. As soon as the 
buildings are accepted by the University, moving into 
the buildings will commence and this will require oper- 

ating and maintenance personnel, including police serv- 
ice. Heat, light, and power will be the principal item of 
increase, since starting operations of the heating plant 
will require electricity, and the entire 12,000-volt Uni- 
versity distribution system will have to be tested and put 
into operation at that time in order to supply the build- 
ings that are approaching completion. The period from 
December on is the greatest portion of the heating 
season, requiring maximum use of fuel. 

The costs to be incurred at Congress Circle in 
1963-64 are estimated to total $500,000, or approximately 
one-fourth the annual operating cost of $2,105,000. 

B. Operating Costs of New Buildings in 1964-65 

1. Urbana-Champaign 

and Medical Center $360,000 

The remainder of the buildings provided from the 
capital appropriation will be completed by July 1964 
and will require an operating expenditure of $360,000. 

2. Congress Circle $590,000 

The estimated cost of physical-plant operations at 

the Congress Circle campus, plus the Navy Pier drill 
hall, which will continue to be used for physical educa- 
tion instruction, is $2,105,000 a year. After deducting 
the present budget for the operation and maintenance 
of the Navy Pier campus ($1,015,000) and the funds 
requested for 1963-64 ($500,000), the additional cost 
for 1964-65 amounts to $590,000. 

C. Increases to Maintain Present Level of Services 
I The deans and directors requested increases totaling 

slightly more than $7,000,000 for the biennium to be 
used to overcome accumulated deficiencies and to meet 
the rising costs of existing programs. Enrollment in- 
creases in excess of budgetary provision, growing com- 
! plexity and an increasing rate of obsolescence of scientific 
equipment, rising costs of modern hospital care, growing 
demand for technical personnel in science and engineer- 
j ing laboratories — all these factors, as well as the gradual 
j upward drift in prices and miscellaneous wages, have 
combined to produce acute deficiencies and pressing 
needs throughout the University. 

1 1. Increases in Expense^ 

1 and Equipment Funds $1,500,000 

The index in commodity prices, prepared by the 

National Association of Purchasing Agents, has increased 

\ approximately 4 per cent in the past two years. While 

I the prices of some commodities have remained fairly 

' Examples of expense items are office supplies, travel, 

j postage, chemicals and glassware for laboratories, contractual 

services (i.e., telephones, IBM rentals), repairs to equipment, 

fuel (coal and oil), water, supplies used in plant maintenance, 

I rentals. 

Stable, others have increased more than this amount. 
In the 1961-63 biennial budget, the University requested 
$2,700,000 to meet accumulated deficiencies in expense 
and equipment budgets, but only about one-third of 
this amount was made available. The present asking, 
therefore, represents a deficiency existing two years ago 
which has not been met. As noted earlier, the Univer- 
sity has absorbed an enrollment increase of about 550 
more students than was provided for in the 1961-63 
budget. Furthermore, prices have continued to rise 
and the postal increase effective in January 1963 will 
require approximately $150,000 in additional funds for 
the biennium. 

The University's equipment appropriation of $3,200,- 
000 is adequate to replace the existing equipment inven- 
tory only once in about every twenty to twenty-five years, 
while the most expensive type of equipment for scientific 
laboratories becomes obsolete in less than half of that 
time. The requested increase will help to meet the needs 
resulting from unanticipated increases in enrollment and 
also to improve the replacement schedule for equipment. 

The present level of appropriations to the Physical 
Plant Department will permit painting of interior walls 
only once in eighteen years, with two wall washings in 
the interim. 

Two areas of special need are the Research and Ed- 
ucational Hospitals and the Division of Services for 
Crippled Children. Even after enforcing rigid econo- 
mies, the Research and Educational Hospitals are unable 
to operate within the funds presently budgeted for them. 
They have requested an increase of $644,000 in expense 
and equipment budgets, ,of which $437,000 represent 
urgent and long-standing deficiencies. A major portion 
of the Division of Services for Crippled Children budget 
goes for hospital care of patients who are approved for 
treatment. Hospital costs have been increasing by ap- 
proximately 10 per cent each year. It is estimated that 
$268,000 will be needed for increased costs of hospital 
care alone. Failure to receive this increase will mean 
that fewer children can be treated for physical handicaps. 

Requests from deans and directors totaled $3,475,930 
for increases to correct deficiencies in expense and equip- 
ment budgets. The Budget Committee, after careful 
consideration, concluded that $1,500,000 was the mini- 
mum amount needed for this purpose. 

2. Increases for Auxiliary Staff to 

Offset Accumulated Deficiencies. .$1,073,000 

The deans and directors reported an increasing defi- 
ciency in auxiliary personnel throughout the University, 
and several stressed this need as being more important 
than any other facing them. A biennial total of $3,691,- 
262 was requested to provide administrative, technical, 


and clerical personnel in support of instruction, research, 
and public-service activities. 

Inadequate staff provision related to increased enroll- 
ment has been most acutely felt in the Office of Admis- 
sions and Records, the Library, the Business Office, and 
the various offices for student services. Many depart- 
ments are also understaffed in clerical personnel due to 
increasing work loads without commensurate staff 

The hospitals and clinics need more nursing and 
technical personnel to try to keep pace with the growing 
manpower requirements of modern diagnostic and thera- 
peutic techniques in medicine. The Research and Edu- 
cational Hospitals are hard-pressed to measure up to 
acceptable standards of present-day medical education 
and research — so severe is the shortage of hospital per- 
sonnel in all major categories. The Director has esti- 
mated that a total of 54 FTE additional staff members 
are needed to overcome these deficiencies. 

The teaching and research laboratories in many sci- 
ence and engineering departments require more tech- 
nical assistance in order to be most effectively used. The 
extensive and complex instrumentation required by mod- 
ern science and technology can not be effectively utilized 
without adequate technical staff. The funds available in 
recent years have been seriously insufficient to permit 
these departments to expand their staffs in these areas 
on the scale demanded by technological development 
and increased enrollment. 

A careful study of departmental requests was made, 
and a list of the individual positions that seemed to be 
most urgently needed was compiled. The total is $536,- 
500 on an annual basis or $1,073,000 for the biennium. 

VII. Increases for Improvements 
IN Educational Programs . . . . 


In recent years, the University's legislative appropri- 
ations have provided little support for new educational 
programs or for substantial improvements of existing 
programs. It has been necessary repeatedly to delete 
such items from biennial budget requests, in order to 
bring the totals within the limit of available funds. As 
a result, the instructional departments have found it 
increasingly difficult to keep abreast of new develop- 
ments in their fields. The extent of the University's 
failure to meet such needs is indicated by the magnitude 
of the askings in this category from all colleges for 
1963-65: $3,640,146. 

The majority of these requests represent programs 
that should be undertaken by an institution such as the 
University of Illinois. But partly in view of the extra- 

ordinary costs involved in the move to the Congress 
Circle campus, the Budget Committee and the other 
administrative officers concerned with budget prepara- 
tion decided that funds would be requested for only a 
few programs judged to be of very high priority. So the 
eight programs described in the following paragraphs are 
proposed for initiation or substantial improvement in 

A. College of Engineering 

1. Physics of the Upper Atmosphere 
(biennial amount) $80,000 

To strengthen the University's graduate training and 
research in the space and atmospheric sciences. In addi- 
tion to the work in other departments — heavily sup- 
ported by Federal funds — 2.0 FTE physicists are needed 
to provide graduate instruction and research in this 
central area where the University has no staff at present. 
The salary of a clerical employee (1.0 FTE) and funds 
for expense and equipment would comprise the re- 
mainder of the budget. Outside funds in at least an 
equal amount would be expected for the support of re- 
search in this area, including research assistantships for 
graduate students. 

2. Molecular Electronics 

(biennial amount) $60,000 

To provide staff for graduate instruction in solid- 
state devices and integrated electronics (including mini- 
turization of circuits) . This would permit the Depart- 
ment of Electrical Engineering to take fuller advantage, 
in its graduate training, of the new Materials Research 
Laboratory. Most of the cost would be met from Federal 
funds, but the latter can not be used for instruction in 
regular courses. The budget item would permit the addi- 
tion of 1.0 FTE professor and 1.0 FTE associate profes- 
sor plus funds for expense and equipment. 

3. Nuclear Engineering 

(biennial amount) $40,000 

The interdepartmental program in nuclear engineer- 
ing should be strengthened to take advantage of recent 
advances in the relatively new field of "Plasma Physics," 
which makes it possible to conduct fundamental studies 
related to the development of thermonuclear systems 
outside the large national laboratories supported by the 
Atomic Energy Commission. The budget item would 
provide for the salary of a senior professor plus funds 
for expense and equipment needed in instruction. The 
greater part of the cost of the program (the laboratory 
facilities) would be provided from Federal funds granted 
to the Departments of Physics and Electrical Engineering 
and to the Coordinated Science Laboratory. 



B. College of Liberal Arts and Sciences 
1. Department of Linguistics 

(biennial amount) $121,000 

The University has a relatively strong graduate pro- 
gram in linguistics, presently administered by an inter- 
departmental committee. Since there is no Department 
of Linguistics as such, the staff consists of faculty mem- 
bers from the cooperating departments (Anthropology, 
English, the modern languages. Psychology, Speech). It 
is proposed to establish a small department with a core 
of faculty members interested in linguistics as a funda- 
mental discipline and also responsible for service courses 
in certain non-Western languages. These would include 
elementary instruction in Hindi, Chinese, Japanese, and 
Arabic for the support of language and area studies, 
mainly in the program described below. The personnel 
requirement would be: 1.0 FTE professor; 3.0 FTE 
assistant professors in 1963-64; 2.0 FTE assistant profes- 
sors in 1964-65; 1.0 FTE clerk-stenographer III; $1,000 
for expense and equipment. 

In addition to the graduate program in linguistics 
and research in the fundamental discipline of linguistics, 
this department would conduct experimentation in lan- 
guage instruction in connection with its conduct of in- 
struction in non-Western languages. There would be no 
intention to develop instructional programs in these lan- 
guages beyond the elementary level. The purpose of this 
instruction would be to provide the tools necessary for 
the study of non- Western culture, not to train experts in 
foreign languages and literature. 

' 2. A Program of Asian Studies 

' (biennial amount) $158,000 

For more than two years the faculty and the admin- 
istration have been considering the University's respon- 
sibilities for expanding work in non- Western studies. As 
a result of this extensive review, including the work of 
various committees and conferences, there is general 
agreement that the University should expand its rela- 
tively meager programs in the broad field of interna- 
itional studies. India, Southeast Asia, China, and Japan 
I are possible areas of study — or some combination of 
these four. The choice would depend partly upon the 
[offerings at other universities in this region, partly upon 
the availability of distinguished scholars, and partly upon 
national need. 

1 Aside from the director of the program (1.0 FTE 
|professor), the staff would consist of 4.0 FTE assistant 
jprofessors (assigned to supporting departments in the 
social sciences) and a half-time secretary. A total of 
$30,000 would need to be added to the budget of the 
Library, including funds for approximately 3.0 FTE 
itechnical library personnel (acquisitions and cataloging), 
jit should be noted that the teaching staff would help to 

provide instruction for the increased number of students 
in 1963-65. 

C. College of Medicine 

1. Continuing Medical Education 

(biennial amount) $85,000 

The broad purpose of this program is to furnish 
physicians from Illinois and elsewhere with opportunities 
to acquire the most modern medical knowledge and to 
improve their skills and thus enable them to render the 
best possible medical care to their patients. To achieve 
this objective it will be necessary for the College of Med- 
icine to continue to support unstintingly the many ex- 
isting non-University postgraduate programs, to enhance 
and expand existing University programs, and to estab- 
lish new intramural and extramural programs of several 
kinds as rapidly as circumstances will permit. 

The intramural programs should include (a) new 
courses for specialists in highly technical fields, i.e., sur- 
gery and specialties of surgery, obstetrics, ophthalmology 
(these programs should be patterned after the successful 
courses in otolaryngology and bronchoesophagology now 
being offered annually) ; (b) new short-course programs 
describing "new developments" for practitioners of gen- 
eral medicine; and (c) patient-centered programs for 
small numbers of physicians working in the wards and 
in the clinics of the University's teaching hospitals. 

Extramural programs would center initially around 
short-course offerings scheduled at appropriate intervals 
in strategically-located centers within the State. Such 
programs would include the subject matter of the sci- 
ences basic to medicine as well as the subject matter of 
clinical medicine. 

A subsidiary but no less important aim of the pro- 
gram of postgraduate or continuing education of the 
physician is to improve the climate for medical practice 
in the outlying regions of Illinois and thus provide added 
inducements to medical graduates to choose these areas 
as locations in which to practice. The full achievement 
of this objective will take time, great effort, and may 
involve sharp departures from the University's present 
program of resident training. New elective offerings to 
undergraduate medical students may be indicated also. 
These possibilities are now under consideration by ap- 
propriate administrative units and faculty committees, 
and the implementation of the programs agreed upon 
will take place as soon as funds can be provided. 

The staff requirements for 1963-65 would be as fol- 
lows: 1.0 FTE coordinator; .33 FTE professional staff 
(part-time salaries and stipends for guest participants) ; 
1.0 FTE clerk-stenographer III. The remainder of the 
budget would consist in funds for office expense, travel, 
and other miscellaneous expenses. 


2. A School of Associated Medical 

Sciences (biennial amount) $102,000 

The hospitals and other agencies in Illinois con- 
cerned with health problems are in acute need of med- 
ical technicians, medical librarians, and other technical 
personnel for the support of medical practice and 

This problem has been studied intensively for some 
time, both in the College of Medicine and in the College 
of Liberal Arts and Sciences. It has been agreed that 
cooperative baccalaureate programs in several areas are 
desirable and that they should be centered administra- 
tively in a "School of Associated Medical Sciences" 
within the College of Medicine. Generally speaking, 
students would begin their work in the College of Liberal 
Arts and Sciences (either at Urbana or at the Chicago 
Undergraduate Division), with the terminal year or 
years spent in the College of Medicine. The existing 
program in occupational therapy would be assigned to 

the School for administrative purposes. Initially, two 
new programs are proposed: (a) a curriculum in med- 
ical technology, and (b) a curriculum in medical-records 
library science. Future curricula probably would include 
physiotherapy and x-ray technology. 

The annual proposed budget of $51,000 would pro- 
vide salaries for the following personnel: 1.0 FTE di- 
rector; 1.5 FTE assistant professors; 1.0 FTE instructor; 
2.0 FTE clerk-stenographers II. 

D. College of Nursing 
/ A Graduate Program (M.S.) in 

Nursing Education (biennial amount) $61,000 
No university in the State of Illinois now offers grad- 
uate training for teachers of nursing. The need is acute, 
and a program can be initiated in the College of Nursing 
at relatively low cost. The additional personnel budget 
would include 2.0 FTE associate professors (one in 
pediatric nursing and the other in obstetrics) and 1.0 
FTE clerk- typist III. m 


lo \j^3^ ^ 

-K\. { 




No. 44, November 19, 1962 

D'^C 5 

Review of Traffic and Pai^king Problems 

A thorough review of the traffic and parking prob- 
lems at the Urbana-Champaign campus will result from 
a series of meetings to be held in December. Recom- 
mendations contained in a report of Harland Bartholo- 
mew and Associates will be studied by the Campus 
Planning Committee and the Committee on Motor 
Vehicle Registrations. Members of the University ad- 
ministration, faculty, staff, and students will be invited 
to attend other sessions where the recommendations will 
be reviewed and discussed. 

The Bartholomew firm made a preliminary report 
of its findings to the Campus Planning and Motor 
Vehicle Regulations Committees November 8. Following 
revision in the light of suggestions from these discussions, 
a final complete report will be presented to the Com- 
mittees early in December. 

The final report will first be the subject of study by 
the Committees involved, and by administrative officers, 
then it will be considered in open meetings at which 
interested members of the faculty, staflf, and student 
body can participate. The time schedule calls for final 
recommendations to be submitted to the President, Pro- 
vost, and Comptroller by the Campus Planning Com- 
mittee and the Motor Vehicle Regulations Committee 
by January 15, 1963. 

[ After a review of the Committees' recommendations, 
I a proposed program will be submitted to the Board of 
1 Trustees for consideration. 

!i Harland Bartholomew and Associates have analyzed 
the problems primarily on the bases of ( 1 ) evaluation 
I of present parking facilities, in which there is at least a 
j 50 per cent deficiency to meet the goals of a program 
(launched in 1958; (2) an assessment of parking require- 
ments based on increased numbers of students and 
faculty-staff; (3) an appraisal of financial requirements 
and methods of support, including paid parking; (4) a 


definition of essential restrictions on parking in the 
congested central areas of the campus. 

In its first stage the program proposed will recom- 
mend surface parking areas which will meet the needs 
to serve faculty, staflf, visitors, and some required stu- 
dent parking. As the need increases through additional 
enrollments and subsequent additional faculty-staff, 
multi-level parking structures will be proposed. 
Throughout the program, a goal of parking available 
at a rate not to exceed five cents per hour is a primary 

Further criteria which are being employed involve 
the premise that in the congested center of the campus 
where land values are highest and demand is highest, 
rates for parking must be highest. At the periphery of 
the campus, where large lots can be constructed, land 
values are lowest by comparison, demand will be lowest, 
and rates for parking will consequently be lowest. 

To increase the use of peripheral parking areas, 
free transportation to the center of the campus may be 
efTected by use of chartered busses. 

The following financial aspects of the problem have 
been stressed in the preliminary discussions: 

(1) No system providing for free parking can be 
continued on a long-term basis because of the need to 
utilize anticipated state funds for educational facilities, 
salaries, and equipment. 

(2) Even with a system of pay parking, the Univer- 
sity will have to subsidize the program in part through 
some land acquisition. 

(3) All income from parking fees will be used for 
debt service, maintenance, and meeting additional park- 
ing requirements in the future. 

(Details of the final plan will be presented in future 
issues of the Faculty Letter.) 

Smoking Regulations in University Buildings 


Effective January 1, 1963, the following policy and 
procedure shall regulate smoking in all University 
buildings, shall govern enforcement, and shall supersede 
all previous statements, policies, and rules relating to 
this matter. 

A. Regulations 

1. Smoking is permitted in offices, seminar rooms, 
lounges, and certain toilets and corridors when 
ash trays or urns are present to receive cigarette 
butts and other discarded smoking materials. Dis- 
card of such materials on the floors or in waste- 
baskets is a violation of smoking regulations. 

a. Members of the staff who wish to smoke in 
their offices must provide their own ash trays 
and must not discard any smoking materials in 
wastepaper baskets or on the floors. 

b. By means of a letter to the Executive Vice- 
President and Provost, deans and directors 
may request that these regulations be modified: 

(1) In order to meet special conditions in 
areas under their control. 

(2) In order to carry out safety programs for 
which they are responsible. 

2. Smoking is prohibited at all times in classrooms, 
lecture rooms, teaching laboratories, theatres, 
warehouses, attics, storage areas, museums, ele- 
vators, library reading rooms and stacks, gymna- 
siums, shop and service areas where woodworking 
is in process, any area where volatile liquids are 

stored, used, or dispensed, posted areas, and any 
other areas where receptacles for discarding 
smoking materials are not available. 

3. A notice entitled "Smoking Regulations in Uni- 
versity Buildings" shall be posted in all University 
buildings in the interior corridor or lobby at all 

4. Receptacles will be placed in corridors and in 
other designated public areas where smoking is 

B. Enforcement 

1. Undergraduate students will be fined or otherwise 
disciplined for violation of the above regulations. 
The schedule of cash penalties has been estab- 
lished by a faculty and student committee. Sev- 
enty-five per cent of the funds collected from such 
cash penalties shall be deposited in the University 
Scholarship Fund to permit the award of schol- 
arships to worthy undergraduate students upon 
the recommendations of the University Scholar- 
ship Committee; the balance of the funds col- 
lected from such cash penalties shall be used for 
the regular expenses of the Student Senate. 

2. Violations by graduate students will be reported 
to the Dean of the Graduate College. 

3. Staff violations will be reported to the executive 
officer of the department or division, to the Dean 
or Director, and to the Provost. 

Dates for Accepting Applications for Admission 


The All-University Committee on Admissions, the 
Dean of Admissions and Records, and the Executive 
Vice-President and Provost recommend authorization of 
the following policy and procedures governing accept- 
ance of applications for admission to the University. 
A. Specific final (deadline) dates for acceptance of ap- 
plications for admission and readmission in a given 
term may be established by the President, upon rec- 
ommendation of the Dean of Admissions and Rec- 
ords and after consultation with other administrative 
officers concerned. These dates may vary among the 
three campuses as special conditions might warrant. 
"Applications for admission and readmission" shall 
mean that the complete file of credentials necessary 
for action on the application shall have been sub- 

B. The Dean of Admissions and Records may accept 
applications after final (deadline) dates under ex- 
ceptional circumstances which patently justify special 

C. Beginning in September, 1963, the following dead- 
line dates will be established for fall registration at 
Urbana-Champaign : 

In the case of foreign students, six weeks prior to the 
first day of the registration period for the first se- 
mester for the fall term of each year. 

In the case of domestic students, two weeks prior to 
the first day of the registration period for the fall 
term of each year. 

In the case of foreign students seeking readmission, 
or foreign applicants who hold a baccalaureate degree 

from a college or university in the United States, the 
regulation covering domestic students will apply. 

Adoption of such procedures is deemed necessary in 
the interests of orderly and systematic consideration of 
applications. Heretofore, many prospective students who 
have not previously submitted applications appear dur- 
ing the registration period or even later, hurriedly com- 
plete applications, and receive provisional permits which 
enable them to proceed with registration. Provisional 
permits are necessary because in most cases the appli- 
cants can not present official credentials. Following the 
registration period, the Office of Admissions and Records 
determines whether or not such applicants meet the 
requirements. Such special handling requires additional 
staff time and results in added expense. Furthermore, 

the effort to process new applications immediately pre- 
ceding or during registration interferes with the registra- 
tion of the large majority of students — old and new — 
whose credentials have been evaluated and approved. 

At the same time there should always be provision for 
considering the applications of prospective students who 
have legitimate reasons for delay in filing their applica- 
tions beyond the deadline, but there would be relatively 
few such cases. These late applicants could reasonably 
be required to defer registration until after the regular 
registration period, if this seemed desirable in order to 
avoid the difficulties just mentioned. Special procedures 
would be established for the registration of those late 
applicants for admission to the Graduate College who 
had been selected for assistantships or other University 

President's Reports on Selected Topics of Current Interest 



The University of Illinois Research and Educational 
Hospitals served more than 200,000 citizens in the 1961- 
62 fiscal year, according to the annual report of Director 
Donald J. Caseley. 

In the last year 7,839 surgical procedures were per- 
formed in the hospitals' eleven operating rooms. Emer- 
gency visits increased 10 per cent to total 23,885, and 
189,734 visits were recorded in the outpatient clinics. 
Patient admissions totaled 12,041, and 2,765 children 
were born in the hospitals. 


The National Science Foundation has published 
Weather Modification, the third (1961) report of world- 
wide scientific efforts to understand and perhaps control 
weather and climate. The University of Illinois is one 
of twenty-three institutions with NSF-sponsored projects 
in this area. 

sum of money to be known as the R. C. Fuson Fund for 
Chemistry, to be used with his advice for the benefit of 
chemists and chemistry at the University of Illinois." 



Total items in the University of Illinois Library, 
largest of any state university, have now passed the four 
and a half-million mark, Dean Robert B. Downs states 
in his current annual report. 

On the University's three campuses, total library 
items have reached 4,694,505. Of this number, 4,394,585 
are at Urbana, 150,462 at the Medical Center, and 
149,458 at the Chicago Undergraduate Division. 

Use of the Library, on all campuses, was at an all- 
time high. This record has been brought about because 
of the higher proportion of graduate students, general 
intensification of student effort, changes in teaching 
methods, expansion of the honors program, and in- 
creased research activities. 


Professor Reynold C. Fuson, distinguished chemist 
and member of the University's Center for Advanced 
Study, has been honored by a $10,000 fund given to the 
University of Illinois Foundation by nearly 400 former 
students and associates. 

Presentation was made at the national meeting of the 
American Chemical Society with a scroll which read: 
"In appreciation of his teaching, his guidance and his 
counsel, the many students and associates of Reynold 
Clayton Fuson present to the University of Illinois a 


The University of Illinois shows the greatest growth 
in doctorate degrees in engineering of any institution in 
the nation, according to data collected for a ten-year 
period by Professor Ralph Morgen, Stevens Institute of 

In 1950-51, the University granted 39 doctorates and 
by 1960-61 the number had grown to 79. In total, Illi- 
nois ranks second to Massachusetts Institute of Tech- 
nology which granted 97 doctorates in 1960-61. The 
increase in the ten-year period was from 83 to 97. 

Ranking behind M. I. T. and Illinois in total doc- 
torates are Michigan, Purdue, Stanford, Wisconsin, Cal- 
ifornia, and Columbia. 


Total enrollment at the Urbana and Chicago Under- 
graduate Division campuses for the first semester is 28,- 
766, an official tabulation by Dean C. W. Sanford, 
Admissions and Records, shows. 

Final enrollment figures for the Medical Center 
Campus, Chicago, and for extramural courses are not 
yet available. Last year the number was 2,143 at the 
Medical Center and 2,624 in extramural credit classes. 

At Urbana, the total of 24,169 is a new record, sur- 
passing the 1961 enrollment by 1,110, a percentage 
increase of 4.81. Largest numerical increases were 
shown in the College of Liberal Arts and Sciences, the 
Graduate College, and the College of Fine and Applied 
Arts. At the Chicago Undergraduate Division, limited 
to a capacity of approximately 4,600, enrollment is 

Following are charts on enrollment totals and on 
enrollment by classes at the Urbana campus: 

Enrollment Totals 

First First 

Semester, Semester, Increase, 

Urbana 1962 1961 Decrease 
Undergraduate and 

Professional Colleges 19,035 18,270 + 765 

Graduate College 5,134 4,789 + 345 

Chicago Undergraduate 

Division 4,597 4,619 — 22 

Total ..28,766 27,678 +1,088 

Comparison of Undergraduates by Class, Urbana Campus 

First First 

Semester, Semester, Increase, 

1962 1961 Decrease 

Freshmen 5,800 6,347 —547 

Sophomores 4,080 4,044 + 36 

Juniors 4,186 3,754 + 432 

Seniors 4,213 3,516 +697 

Unclassified 33 23 + 10 

Irregular 239 145 + 94 

Total Undergraduates . . . 18,551 17,829 + 722 

able records, tests, recommendations of high school prin- 
cipals and teachers, and evidence of high academic 

James Scholars enroll in special honors courses and 
sections, designed to exercise to the full their academic 


Professor Nathan M. Newmark, Head of the Depart- 
ment of Civil Engineering, received the Theodore von 
Karman Medal of the American Society of Civil Engi- 
neers at the organization's annual meeting in Detroit on 
October 17. 

The medal is presented "in recognition of distin- 
guished achievement in engineering mechanics and es- 
pecially in structural dynamics." 

Professor Newmark has been a member of the fac- 
ulty since 1932 and Head of the Department since 1956. 


A Symposium on Protein Nutrition and Metabolism 
October 16-17, sponsored by the College of Agriculture, 
which included a number of international scholars, com- 
memorated the Centennial of the Land-Grant Act and 
was dedicated to three noted emeritus faculty members 
who made outstanding contributions to knowledge in 
these fields. 

The three men honored by the symposium were: 
Professor Tom Hamilton, biochemistry; Professor Harold 
Mitchell, animal nutrition; and Professor William C. 
Rose, biochemistry. 


Dr. Harold C. Leuth, Clinical Professor of Medicine 
at the Medical Center campus, Chicago, has been named 
to a new twelve-man national health resources advisory 
committee by President Kennedy. 

The White House statement said membership of the 
panel was composed of "eminent individuals experienced 
and knowledgeable in military and civilian, and govern- 
mental and non-governmental health resources and 


A total of 786 superior students are enrolled in the 
University this fall in the James Scholars program. 
Class distribution of these students is: senior, 103; 
junior, 131; sophomore, 191; and freshman, 361. 

Appointment as a James Scholar is the highest aca- 
demic honor that may be conferred upon an entering 
freshman. Participants are chosen on the basis of avail- 


Professor Barnard Hewitt, Department of Speech 
and Theatre, received the senior award of the American 
Educational Theatre Association and a $1,000 prize for 
"distinguished service to the American Theatre" at the 
organization's annual convention at Eugene, Oregon. 
Professor Hewitt is now in England on a Guggenheim 



Professor Samuel A. Kirk, Director of the Institute 
for Research on Exceptional Children, has been ap- 
pointed Lifetime Honorary Vice-President of the British 
Association of Special Schools. He is the first recipient 
of this award which was made during the association's 
biennial meeting in Birmingham, England. 


The American Recreation Society named Professor 
Allen V. Sapora, College of Physical Education, for dis- 
tinguished service in the profession and the recreation 
movement. The award was made in Philadelphia at the 
National Recreation Congress on October 3. 

Professor Sapora, one of five national leaders to re- 
ceive this recognition, was cited for outstanding work 
as a teacher, for his writings, and for pioneering work in 


Professor Frederick Seitz, Head of the Department 
of Physics and president of the National Academy of 
Science, was honored at a testimonial dinner sponsored 
by Governor Otto Kerner September 24 in Chicago. 

Governor Kerner praised Professor Seitz for his 
"eminence as a man of science" and for a "career rich 
in achievement. . . . His career exemplified a realiza- 
tion of the importance of the pursuit of truth and con- 
cern for the well-being of society." 



"In the 75 years since the passage of the Hatch Act, 
agricultural research has gone far beyond the dreams of 
the men who conceived the first experiment stations," 
Illinois Research,^ publication of the Illinois Agricultural 
Experiment Station, notes as it calls to attention the 
seventy-fifth anniversary of the station April 1, 1963. 

Regent John M. Gregory of the University was in- 
strumental in organizing the first committee of Land- 
Grant representatives who sought federal funds to estab- 
lish agricultural experiment stations. These efforts were 
successful when the Hatch Act was passed and signed by 
President Grover Cleveland March 2, 1887. 

The Illinois Agricultural Experiment Station began 
;operations April 1, 1888. 


Research grants totaling $212,413 to the University 
of Illinois have been announced by the U.S. Public 
iHealth Service. Eight grants, totaling $136,197, are for 
iprojects at the Urbana campus and three, totaling 
$76,216, for the Medical Center campus, Chicago. 

Grants at Urbana were to: Professor Joseph Becker, 
psychology; Professor Harold H. Draper, animal nutri- 
jtion; Professor Howard S. Ducoff, physiology'; Professor 
jDon E. Dulany, Jr., psychology; Professor Richard E. 
Speece, sanitary engineering; Professor Noland L. Van- 
pemark, dairy science; Professor Jerry S. Wiggins, psy- 
j:hology; and John P. Kramer, entomologist, State Na- 
,'-ural History Survey. 

At the Medical Center grants were to : Dr. Gene H. 

' Brown, D. A. "The Illinois Agricultural Experiment Sta- 
ion Since the Hatch Act," Illinois Research, Vol. 4, No. 1, 
^all 1962. Pp. 3-6. 

Borowitz, psychology; Dr. Adrian M. Ostfeld, preventive 
medicine; and Dr. Ben Z. Rappaport, medicine. Dr. 
Borowitz, an instructor in the College of Medicine and 
fellow in child psychology with the affiliated Institute of 
Juvenile Research, also received a research career award. 


Eighty-five members of the Southern Region, Uni- 
versity of Illinois Citizens Committee visited the 5300- 
acre Dixon Springs Experiment Station October 18 and 
toured the facilities of this vast outdoor laboratory. 

Superintendent Robert J. Webb described experi- 
mental work which has provided the facts on which it 
has been possible to develop a system of farming profit- 
able to the operator and productive from year to year. 
Facts learned at Dixon Springs have been of inestimable 
value to agriculture in Southern Illinois. 

Dean Louis B. Howard, College of Agriculture, 
charted for the Committee statewide experiment station 
work which involves 12,000 acres in 28 different counties 
of the state. Trustee Irving Dilliard of Collinsville, 


Enrollments in Illinois colleges and universities have 
doubled since 1946, Harold E. Temmer, Associate Dean 
of Admissions and Records at the Chicago Undergradu- 
ate Division, has reported on behalf of the Illinois Asso- 
ciation of Collegiate Registrars and Admissions officers. 

Data assembled from 91 private and public institu- 
tions show that the enrollments in 1946 which were 
116,260, have risen to 232,611 in 1962, Dean Temmer 


One hundred sixteen Chicago area students, repre- 
senting 70 different high schools, have been appointed 
to the James Scholars program at the Chicago Under- 
graduate Division. 

This number brings the all-University total to 902 
participants chosen to enroll in special honors courses 
and sections, especially organized for and adapted to the 
academic capabilities of the honor students. 


The sixteenth annual meeting of Midwestern Deans 
of Students at Robert Allerton Park, October 7-9, 
brought together 75 representatives of 32 institutions of 
higher education from Illinois and five surrounding 
states. Dean Fred H. Turner reports. 

This organization in 1947 was the first group to hold 
a meeting at Allerton House following its gift to the 
University as a conference center by Robert Allerton. 


The Illinois Nurses' Association adopted a formal 
resolution supporting the University of Illinois' planning 
for a program for a master's degree in nursing, to be 
effective in the fall of 1963 at the Medical Center cam- 
pus, assuming necessary approvals and financing. 

The action was taken at the Association's fifty- 
seventh annual convention in Chicago the week of 
October 12. 


The University of Illinois is participating in a contin- 
uing systematic study of the place of universities in the 
economic growth of the Middle West, sponsored by the 
Committee on Institutional Cooperation, composed of 
the institutions of the Council of Ten and the University 
of Chicago. 

Launching of the study was an outgrowth of a Con- 
ference on Economic Growth of CIC institutions Octo- 
ber 22-23 at Racine, Wisconsin, supported by a grant 
from the Johnson Foundation. University representa- 
tives were Dean Paul M. Green, College of Commerce 
and Business Administration, and Professor J. F. Bell, 
Chairman of the Department of Economics and chair- 
man of the University's committee on the role of the 
university in regional economic growth. 


"Wheel Chair Kitchen," a filmed story of research by 
the Department of Home Economics to benefit handi- 
capped women, received an Award of Excellence at the 

Centennial Film Festival of Agriculture November 7 in 
Washington, D.C. 

Miss Helen McCullough, Associate Professor of 
Home Economics, Emerita, directed the research project 
with the cooperation of Professor Timothy J. Nugent, 
Director of the Division of Rehabilitation-Education 


Funds administered by the University for loan pur- 
poses totalled $1,945,016 on June 30, 1962, Vice- 
President and Comptroller H. O. Farber reports. A total 
of $798,723 was loaned from all funds to 3,880 students 
and a total of $393,680 was repaid during the fiscal year 

Mr. Farber reported that $7,288,871 has been loaned 
since establishment of the first fund in 1899. Repay- 
ments since then have been $5,553,431, with only an 
approximate one-seventh of one per cent written off as 


Professor Neil F. Garvey, Director of Correspondence 
Courses in the Division of University Extension, has 
been named by Governor Otto Kerner to the Advisory 
Council on Degree Granting Institutions. His term con- 
tinues until 1968. ; 


Executive Vice-President and Provost Lyle H. Lanier ' 
has been appointed as a member of the National Re- ; 
search Council in the Division of Anthropology and ; 
Psychology. His appointment, on nomination by the 
American Psychological Association, was made by Pro- ' 
fessor Frederick Seitz, president of the National Acad- ' 
emy of Sciences. i 


The University of Illinois Dairy Products Judging 
Team won its fourth consecutive National Intercollegiate 
Dairy Products Judging contest the week of October 29 
in Atlantic City, New Jersey, defeating 27 other collegi- 
ate teams. 

Members of the group who received a $2,300 schol- 
arship from the Dairy Industries Supplies Association, 
are: Thomas Cain, Chicago; George Schaufelberger, 
Greenville; and Paul Hocking, Robinson. Marvin Alwes, 
Bloomington, was an alternate. Faculty adviser is Pro- • 

fessor Joseph Tobias, dairy technology. | 



Professor Robert M. Sutton, Department of History 
and Associate Dean of the Graduate College, has been 

elected to the presidency of the Illinois State Historical ganization's convention October 12 in Kansas City. Last 

Society. year he received the Alpha Zeta scholastic award as out- 

A member of the faculty since 1947, Professor Sutton standing freshman in the College of Agriculture, 

specializes in railway history. The presidency will take Mr. McMillan on a nation- 
wide tour, beginning in February, for appearances be- 

SOPHOMORE STUDENT ELECTED NATIONAL FFA PRESIDENT f^^g business and farm organizations and FFA conven- 

Kenneth McMillan of Prairie City, a James Scholar tions. The Future Farmers organization now has 387,992 

and a sophomore in animal science, was elected president members in all 50 states, Puerto Rico, Guam, and the 

of the National Future Farmers of America at the or- Virgin Islands. 

, bul / ^ 

sii. d.-'t/, 



!9 L'J' 3IJ£ 

NOV 12 1964 

mm^uvi flF mmn 

The Building Program of the University of Illinois 
for the 1963-65 Biennium 


No. 45, November 30, 1962 


In 1958 the University of Illinois announced a ten- 
year building program for the period 1959-69. Based 
upon a comprehensive study involving all departments 
tan its three campuses, this program had two main pur- 
iposes: (a) to overcome deficiencies that had been 
accumulating for almost thirty years; (b) to provide the 
facilities needed to accommodate the sharp expansion 
jin enrollment expected during the decade. Although 
ithe departmental requests totaled a much larger amount, 
he program approved by the Board of Trustees called 
"or estimated expenditures totaling $198,534,000 — based 
)n 1959 price levels. About half this amount reflected 
iiccumulated deficiencies; the other half was to provide 
for enrollment increases. 

The time schedule for the appropriations required to 
arry out this program was as follows : 

'or the Biennium 1959-61 $ 54,879,000 

-or the Biennium 1961-63 68,340,000 

'QT the Biennium 1963-65 31,915,000 

S'or the Biennium 1965-67 22,900,000 

i'or the Biennium 1967-69 20,500,000 

The funds actually made available during the first 
|wo biennial periods (1959-63) were as follows: 

1959-61 Capital Appropriations Released $ 6,190,000 

J961-63 Bond-Issue appropriations 98,500,000 

} Total $104,690,000 

"his four-year total thus falls short by $18,529,000 of the 
lim of $123,219,000 projected in the schedule for the 
^rst four years of the ten-year program. Furthermore, 
1 li spite of the generous support provided by the 1960 
lend Issue, the University finds itself still lacking ade- 
uate facilities for much of its current work and without 
revision for the enrollment increases expected between 
965 and 1970. 

Of the four-year total of $104,690,000 in capital ap- 
ropriations received since 1959, almost half ($50,000,- 
30) has been allocated for Phase I of the new campus 

of the Chicago Undergraduate Division at Congress 
Circle. The purpose of Phase I, it should be recalled, 
was to provide primarily for the relocation of the pro- 
grams now conducted in make-shift quarters for about 
4,600 students at Navy Pier. The facilities in Phase I 
are designed for 6,000 students, although some increase 
beyond that level will be possible by overcrowding and 
by the substitution of classroom-office space for physical- 
education facilities. 

The remainder of the 1959-63 appropriations, some 
$54,690,000, has been allocated to the other two cam- 
puses, mainly for new construction, utilities, and re- 
modeling. This very substantial amount is making 
possible many badly-needed improvements at Urbana- 
Champaign and at the Medical Center. Unfortunately, 
however, these gains will not be sufficient to overcome 
the accumulated deficiencies on these two campuses, and 
at the same time to provide adequately for the unex- 
pectedly sharp increases in enrollment since 1958 at 
Urbana-Champaign. The most serious of the deficiencies 
includes the lack of modern laboratories in the natural 
sciences — the most costly and yet among the most 
essential facilities in a modern university. 

The explanation of the long-term deficiencies is to be 
found in the history of the University's eflforts to secure 
building funds during the thirty years preceding the 
recent Bond Issue. The last comprehensive building 
program took place at the University of Illinois in the 
1920's, when its facilities were brought into satisfactory 
relationship to its educational program. During the 
1930's, capital funds for new buildings were almost un- 
available because of the depression. During World War 
II, new construction was deferred because of shortages 
of material and manpower. In fact, for the entire 
fourteen-year period of depression and war, 1931-1945, 
the total appropriated by the General Assembly for all 
kinds of capital improvements was only about six million 
dollars; and with these funds only five new buildings 
were completed. In the postwar period, the heavy en- 
rollment of veterans, enrollment increases due to popula- 


tion growth, the progressive increase in the proportion 
of high school graduates entering college, and the ex- 
traordinary growth in graduate and professional study 
created such heavy demands for operating funds that it 
was impossible to secure sufficient capital appropriations 
to overcome earlier deficits and to keep pace with new 
needs. The following record of the University's capital 
requests and appropriations tells the story of the post- 
war period : 

Biennium Requested Appropriated 

1945-47 $16,012,000 $17,059,000' 

1947-49 30,450,000 250,000' 

1949-51 63,065,000 15,740,000 

1951-53 39,580,000 6,875,000 

1953-55 35,979,000 8,096,000 

1955-57 37,185,000 8,855,000 

1957-59 35,674,000 14,275,000 

1959-61 54,879,000 ( 14,190,000)' 


Thus, the total of capital funds appropriated and 
used during the sixteen postwar years was about 
$77,000,000. Added to the $6,000,000 for the period 
1931-45, this makes a thirty-year total of $83,000,000 — 
an average of less than three million dollars per year for 
all kinds of capital improvements, including remodeling, 
land acquisition, public improvements, and utilities. 

Meantime, the enrollment of the University by 1961 

had more than doubled the prewar total, as the following 

figures show: 

Medical Navy 

Year Urbana Center Pier Total 

1940-41 12,358 1,193 .... 13,551 

1951-52 15,145 1,597 3,363 20,105 

1961-62 23,059 2,143 4,619 29,821 

Furthermore, in addition to the merely quantitative 
increase in educational load, the mounting demands 
upon universities in the postwar period have brought 
fundamental changes in the variety and complexity of 
the University's programs of instruction, research, and 
public service. The transformation has been especially 
striking in the physical sciences and engineering, but 
many other fields have undergone far-reaching changes 
that require new and costly facilities for effective work. 


In the light of this thirty-year record of serious short- 
ages, the University Building Program Committee has 
conducted intensive studies during the past year to deter- 
mine what capital improvements would be essential in 
the biennium 1963-65, if the University is to meet its 
share of the demand for higher education in Illinois in 
the critical year 1965-66. It will be remembered that 

* Although slightly more than the total requested was ap- 
propriated, most of it could not be spent by the end of the 
biennium; and had to be reappropriated for use during 1947-49. 

'The sum of $12,994,132 was the amount reappropriated 
from the 1945-47 appropriation, in addition to this item of 
$250,000 for emergency housing. 

'Although $14,190,000 was appropriated for 1959-61, the 
amount actually released was $6,190,000. 

1965 is the year when the sharpest increase in college | 
enrollment is expected, due to the marked upturn in the f 
birth rate in 1947. According to recent estimates, there 
will be almost 20,000 more students seeking admission to 
college in Illinois in 1965 than in 1964. The total enroll- 
ment for the State is predicted to be more than 270,000 
in 1965, as compared with 216,577 in the fall of 1961. 
If the University of Illinois continues to carry its present 
proportion of the total enrollment in Illinois institutions ° 
of higher education (14.8 per cent) its predicted enroll- 
ment for 1965-66 would be almost 40,000 students — 
some 10,000 more than in 1961-62. 

All departments on all three of the University's cam- 
puses were asked to reappraise their needs for capital 
construction during the biennium 1963-65 in relation to: 

(a) the latest enrollment projections through 1965-66, 

(b) The facilities that will become available before that 
time under the Bond-Issue program, and (c) new needs 
that might have emerged since the preparation of the 
ten-year program in 1958. The departmental requests 
were reviewed by the campus planning committee on 
each campus in terms of the intrinsic merits of the indi- 
vidual projects, without consideration of the feasibility 
of proposals and with no attempt to set priorities. The 
three campus planning committees then transmitted their 
lists of approved projects to the Building Program Com- 
mittee. The estimated total cost of these approved 
projects, in all categories and for all three campuses, 
was approximately $129,000,000. 

These recommendations of the campus planning com-, 
mittees obviously far exceed the bounds of a feasible* 
building program for the University in 1963-65. But" 
they do serve as general indices of the magnitude of the« 
needs of a major university whose responsibilities and', 
commitments have grown over a period of three decades ! 
at a far greater rate than its facilities. With the rapid I 
advance of the University of Illinois in national stature- 
since World War II, through progressive improvement' 
of the quality of its faculty and hence of its total pro- 
gram, the inadequacy of its facilities in many fields has 
become increasingly pronounced. As already noted, this, 
is especially true in the natural sciences where the vast 
expansion of knowledge and rapid changes in technology 
have rendered laboratory facilities obsolete at an ever- 
increasing rate. 

In attempting to gauge the urgency of departmental 
requests and to set limits to the University's capital ask- 
ings for 1963-65, the Building Program Committee con- 
sidered the time schedule for the appropriations 
projected under the ten-year development plan an- 
nounced in 1958 (see above). The total for the six-year 
period ending in 1965 was approximately $155,000,000. 
Of this amount, almost $105,000,000 has been provided 
for the four-year period 1959-63, leaving about $50,000,- 
000 as the amount that would be needed for 1963-65 
to keep the ten-year program on schedule. A comparison 
of this figure with the total of $129,000,000 recom- 
mended by the campus planning committees suggests 
that the original ten-year projections constituted a highly 
conservative estimate of the University's capital needs. 

Nevertheless, it has seemed desirable to reduce the 
University's capital requests for 1963-65 to a level con- 
siderably below even the total indicated under the orig- 
inal ten-year program, in the light of the State's present 
, financial condition. Accordingly, a capital budget request 
has been prepared which includes only the projects most 
urgently needed to avoid limitation on enrollment and 
on other aspects of the University's overall program in 
1965-66; and, to enable the University to take advantage 
of matching grants from the Federal Government and 
gifts and grants from other sources. The total requested 
in additional state-tax funds is $33,893,740. In addition, 
the appropriation of the balance of $5,971,500 remaining 
in Bond-Issue funds is requested. This balance represents 
mainly funds included in the 1961-63 appropriation for 
the purchase of movable equipment for the buildings 
fnow under construction, but for which, it was later 
) learned, Bond-Issue funds can not be used. In the re- 
quested capital budget for 1963-65, state-tax funds would 
be provided for the movable equipment, and the Bond- 
Issue balance would be applied toward other capital 

A list of the capital projects for which funds are re- 
quested for the 1963-65 biennium is presented in the 
Summary Table. 

In general, it is assumed that all projects included in 
•this biennial capital budget could be completed by Sep- 
itember 30, 1965, thus avoiding the necessity for reappro- 
priation of unspent funds by the General Assembly. 


I. Building Projects Amount 

A. Urbana-Champaign 

1. New Construction $13,616,000 

a. Biology Building (See C) 

b. Chemistry Building (See C) 

c. Civil Engineering 

Building $4,216,000 

d. Smith Music 

Hall Addition 2,400,000 

e. Office-Classroom 

Building 3,000,000 

f. Veterinary Medicine 

Clinic and Hospital . . . 4,000,000 

2. Remodeling, Modernization, 

and Minor Additions 2,000,000 

' B. Medical Center 

1. New Construction 4,000,000 

a. Physical Plant 

Service Building $1,500,000 

b. East Addition to the 
Pharmacy Building . . . 2,500,000 

2. Remodeling, Modernization, 

and Minor Additions 900,000 

C. Funds to Supplement Outside Grants. . 6,950,000 

1. Biology Building, Urbana 
(one-half of total) $2,250,000 

2. Chemistry Building, Urbana 
(one-half of total) 3,000,000 

3. All Other Projects 1,700,000 

Total Building Projects (27,466,000) 

n. Power Plant Additions and Utility 
Distribution Systems (Urbana- 
Champaign) 4,000,000 

HI. Land Acquisition (Urbana-Champaign).. 1,000,200 

IV. Planning Funds 

A. Urbana-Champaign 1,000,000 

B. Congress Circle 900,000 

Total Planning Funds ( 1,900,000) 

V. Protection of Life and Property 

A. Urbana-Champaign 211,340 

B. Medical Center 47,500 

Total Protection of Life 

and Property (258,840) 

VI. Public Improvements (Urbana- 
Champaign) 394,000 

VII. Campus Improvements (Urbana- 
Champaign) 46,700 

VIII. Movable Equipment for Previous 
Bond-Issue Buildings 

A. Urbana-Champaign 1,386,500 

B. Medical Center 300,000 

C. Congress Circle 3,1 13,000 

Total Movable Equipment (4,799,500) 

Total for All Three Campuses $39,865,240 

Deduct Bond-Issue Funds Available 

for Reappropriation — 5,971,500 

Net Total Requested in New 

General-Revenue Appropriations $33,893,740 

Including movable equipment, the totals for the 
three campuses are as follows — with a breakdown to 
show the amounts requested from General-Revenue 
funds and from Bond-Issue funds: 

General- Bond- Total 

Revenue Issue Capital 

Funds Funds Funds 
Congress Circle 

Campus $ 900,000 $3,113,000 $4,013,000 

Medical Center 

Campus 5,147,500 300,000 5,447,500 


Campus 27,846,240 2,558,500 30,404,740 

Total .$33,893,740 $5,971,500 $39,865,240 

Congress Circle Campus. Since the new campus at 
Congress Circle is not scheduled to be occupied until 
1964, it was decided to limit the requests for that campus 
to two items: (a) funds for movable equipment, for 
which Bond-Issue funds could not be used; planning 
funds for buildings to be constructed during the bien- 
nium 1965-67. These buildings would cost approximately 
$28,500,000 and would enable the University to accom- 
modate some 3,000 additional students in 1967-68. This 
would bring the total enrollment at the new campus to 
12,000 students. The remainder of Phase II of the con- 
struction program would be completed in two stages, 
each adding facilities to accommodate 4,000 additional 
students as well as capability for more advanced work 
in certain areas. The dates and the estimated cost of 
these additional stages are: 1967-69, $21,000,000; 
1969-71, $25,500,000. Thus upon the completion of 

Phase II in 1971, the Congress Circle campus would 
have facilities designed for 20,000 students and degree 
programs for all four of its colleges. 

Medical Center Campus. The facilities included in 
the small program proposed for this campus would serve 
these main purposes: (a) provide space for increased 
enrollment in the Colleges of Nursing and Pharmacy; 
(b) add a badly-needed auditorium or assembly room 
(no such facility now exists on the campus) ; (c) pro- 
vide additional laboratory space for the College of Phar- 
macy, which has been lacking because the present East 
Dentistry-Medicine-Pharmacy Building was not com- 
pleted as originally planned; (d) permit the consolida- 
tion of activities for several service offices (Business 
Office, Illustration Studios) ; (e) provide space for the 
consolidation of the activities of the Physical Plant De- 
partment which are now scattered over the campus in 
inadequate quarters — an improvement long overdue 
which would effect very considerable savings in operat- 
ing cost; (f) continue on a modest scale the program of 
remodeling the largely-obsolete facilities in which the col- 
leges at the Medical Center are located, including those 
occupied by the Research and Educational Hospitals. 

Urbana-Champaign Campus. The principal need at 
this campus is for modern laboratory buildings for the 
natural sciences and engineering. The University's dis- 
tinguished Department of Chemistry and Chemical En- 
gineering is mostly housed in a laboratory building that 
became obsolete more than twenty-five years ago and 
that now constitutes a serious fire hazard. Three depart- 
ments of biological science likewise occupy one of the 
oldest buildings on the campus, which greatly impairs 
the effectiveness of instruction at all levels and particu- 
larly handicaps the research of graduate students and 
faculty members. The Department of Civil Engineering 
is widely scattered in facilities that are both inadequate 
in quantity and seriously substandard in quality; yet that 
Department ranks among the very best in this country. 

Fortunately, it seems highly probable that outside 

funds can be secured to meet approximately half of the I 
cost of the laboratory buildings for the biological sciences 
and for chemistry. Hence, only half of the estimated] 
cost of these two facilities is requested in General- 
Revenue funds. 

Another urgent need is that for a clinic-hospital I 
building for the College of Veterinary Medicine. Its| 
present clinical facilities are so inadequate that the Col- 
lege has received only "conditional accreditation" from^ 
the Council on Education of the American Veterinary 
Medical Association. 

The other building projects and the supporting facili- 
ties are described in some detail in the appendices (not 
included in these excerpts). It should be stressed that 
these items have been selected because of their critical 
importance in helping the University overcome some of 
its more serious deficiencies, and in preparing for the' 
additional enrollment expected by 1965. In this connec- 
tion, the rapid growth in graduate enrollment should be 
emphasized — ^from about 4,000 students in 1958 to a 
predicted figure of over 6,000 by 1965. It is urgently nec- 
essary that the University sustain and increase its support 
of graduate study. It is estimated that the United States 
will need more than 30,000 new college teachers each 
year in the years just ahead whereas the annual number 
of graduates with doctoral degrees is currently about 
10,000. Furthermore, in the natural sciences and mathe- 
matics large proportions of these graduates enter nonedu- 
cational fields. To help meet this critical need, the 
University of Illinois must join with the other major; 
universities in expanding as rapidly as possible the out- 
put of college teachers, research scientists, and engineers.': 
Federal funds are becoming available to a limited extent 
for graduate-training facilities, and it is mainly for" 
matching such grants that the item of $6,950,000 has 
been included in the capital request for 1963-65. But the; 
amount of Federal aid in immediate prospect will not be 
sufficient to support a very substantial part of the expan- 
sion of graduate study required to meet the growing need 
for college teachers and research scientists. i 


Lyle H. Lanier, Chairman 
Gerald M. Almy 
Joseph S. Begando 
Herbert O. Farber 
Kenneth M. Madison 
John P. Marbarger 
Norman A. Parker 
Russell N. Sullivan 
Frederick T. Wall 


Harlan D. Bareither 
James V. Edsall 
Charles S. Havens 
Donald C. Neville, Secretary 


R. N. Sullivan, Chairman 
L. E. Hanson 
R. S. Jones 
H. E. Kenney 
J. B. Kitzmiller 

(second semester) 
H. A. Laitinen 

(first semester) 
R. J. Martin 
M. B. Russell 
F. E. Schooley 
H. R. Snyder 
A. H. Trotier 
L. D. Volpp 
A. S. Weller 

Medical Center 

J. P. Marbarger, Chairman 

Edna L. Anderson 

G. A. Bennett 

Mary K. Mullane 

D. J. Caseley 

W. J. Grove 

R. W. Morris 

Isaac Schour 

G. L. Webster 

S. H. Yale 

Staff (ex officio) 

J. C. Caraway, Secretary 
J. E. Osborn 
H. W. Pearce 

Chicago Undergraduate Division 

K. M. Madison, Chairman 

H. W. Bailey 

W. O. Brown 

S. L. Fordham 

E. M. Heiliger 

H. B. McEldowney 

J. J. Overlock 

R. B. Perkins 

R. M. Price 

O. L. Railsback 

Staff (ex officio) 

H. N. Cooley 

H. J. Miszkowicz 

N. A. Parker 

H. W. Pearce 1 

A. D. Pickett ' 

R. L. Zander ! 





No. 46, December 11, 1962 

State Board of Higher Education Master Plan — Study Outline 

\ from the Office of the State of Illinois Board of Higher Education 


What Assumptions? 

' The institutions of higher learning in the State of 

Illinois not only must continue to maintain and broaden 

j, their position of responsible leadership but must con- 

Sstantly improve their services, in the areas of teaching as 

well as in the study of all existing knowledge, and in the 

unremitting search for new fields of human endeavor. 

1. The opportunity to study in institutions of higher 
education should be available to all young people 
who may reasonably be expected to benefit from 
such study. The master plan study scheduled for 
completion in 1964 will provide for such oppor- 

2. Society suffers a substantial loss because many quali- 
fied young people do not now enroll in colleges and 
universities and many others drop out of college 
before completing degree or certificate programs. 

3. Able students who could not otherwise attend insti- 
tutions of higher learning should have the oppor- 
tunity to qualify for financial assistance from 
institutional sources or from the state or nation. 

4. In addition to providing direct benefit to students, 
higher education also contributes positively to the 
cultural and physical well-being of all the people of 
the State. 

5. Because of the expanding need for persons with 
professional and technical skills, and the continuing 
need for general (liberal) education for all citizens, 
the State should plan for a larger proportion of 
youth to attend colleges and universities than is now 
the case. 

6. It is desirable that the principle of free choice by the 
student among the various institutions, large or 
small, public or nonpublic, be maintained so far as 
consistent with admissions policies and effective use 
of resources within the State. 

7. Substantial benefit to the State will result from ex- 

* Prior to completion of the plan and governmental ae- 
on on its recommendations, the Board recommends that in 
le event a State-supported university finds it necessary to 
tnit enrollments (because of limited physical facilities, lack of 
nancial support, or other reasons) those students with the 
:st high school records and highest ability test scores be 

panded programs of adult and specialized education. 

8. It is important that the eflfectiveness of higher 
education be continually appraised and improved 
and that the lowest possible costs, consistent with 
excellence and high quality, be established. 

9. There are advantages that result from the presence 
in our society of both public and nonpublic insti- 
tutions; diversity among institutions has made and 
is making distinctive contributions to social progress, 
providing a wide range of educational opportunity 
for varied individual needs. 

10. The State will profit by a planned and orderly 
development of all new programs and new institu- 
tions in the public sphere, being mindful also of the 
programs and aspirations of the nonpublic insti- 

What Institutions? 

The study will cover the collegiate degree and cer- 
tificate granting institutions which require high school 
graduation for entry, except certain nonpublic theo- 
logical, fine arts, and proprietary trade and professional 
institutions. The institutions included enroll about 94 
per cent of all post high school students. The institu- 
tions excepted enroll only 6 per cent of such students 
and in 1961 enrolled fewer students than in 1957. Al- 
though omitted from full statistical consideration and 
detailed analysis, the services rendered to society by 
these specialized institutions can not and will not be 
ignored in drawing final conclusions in the master plan. 

What Programs? 

The master plan will include all programs of in- 
struction at undergraduate, graduate, and professional 
levels offered at junior and senior institutions. Also 
included for study will be vocational-technical educa- 
tion, and adult, extension, and public service programs. 
Contract and institutional research projects will be in- 
ventoried. Special consideration will be given to the 
admission and retention of students, staff problems, 
utilization of physical plant, and the cost of financing 
higher education, including the cost to the several gov- 
ernments and to the students. 

Finally, an analysis will be made of (1) the role 
which instruction, research, and public service plays at 
each institution; (2) the relative cost of these functions; 


and (3) the logic and desirability of present and future 
development and allocation of these functions among 
the public colleges and universities of the State. 


A. College Enrollments 

This committee will study the need for higher edu- 
cation in Illinois in quantitative terms. It will give 
attention to the in- and out-migration of college students 
now and in future years, to the accessibility of higher 
education in various geographical areas, to the number 
of students which can be expected to enroll each year 
until 1975, and to other aspects relating to student 

1. What enrollments can each of the institutions in the 
State expect each year until 1975? 

2. What number of students will be attending schools 
supported in full or in part by State funds? 

3. What effects does in- and out-migration have on en- 
rollments in Illinois institutions? 

4. Are the opportunities for attending an institution of 
their choice reasonably equal for high school gradu- 
ates in various geographical areas of the State? 

5. Are there enough two-year, four-year, graduate, and 
professional institutions to provide for such equality? 

6. If not, what should be done? 

B. Admission and Retention of Students 

The committee will examine the present procedures 
relating to the admission of students, explore the possi- 
bility of various forms of selective admissions, and 
analyze the impact of such screening of applicants on 
the public welfare. It will also describe the ability level 
of students, the standards used by institutions of higher 
education to determine academic good standing, and 
the conditions which cause high drop-out rates. The 
work of this committee will involve consideration of 
out-of-state admissions, problems of students transferring 
from junior colleges, and problems of articulation with 
the high school. 

1. What can the State gain by encouraging selective 
admissions at some State institutions? 

2. If selective admissions seem desirable, how then are 
students who can not enter to be educated beyond the 
high school level? 

3. Are high school graduates with the greatest ability 
attending higher education institutions? If not, how 
can greater numbers be induced to attend? 

4. Do the several types of Illinois institutions attract 
students from the same or from different economic 
and social strata in the society? What impact will 
these differences have on future planning? 

5. What causes high drop-out rates and what can be 
done to encourage students in good standing to re- 
main in college? 

6. How successful scholastically are students who trans- 
fer from one institution to another after one or two 

C. Faculty Study 

The committee will study faculty teaching, research, 
and service load; faculty turnover rates; and make esti- 

mates of new faculty positions required to educate 
increased numbers of students and to meet the research 
and service obligations of the institutions. Salaries, re- 
cruitment of staff, staff benefits, and other factors in- 
volved in securing and retaining competent faculty 
members will also be analyzed. 

1. To what extent has the level of degrees held by the 
faculties of the several institutions changed in the 
past five years? Are there fewer or more doctor's and 
master's degrees? 

2. In what numbers will college professors be needed in 
the State each year until 1975? 

3. Does Illinois produce the number of college teachers 
needed to fill new and replacement positions within 
the State? 

4. How can the quality of professors be improved? 

5. What salary schedules and other requisites will be 
necessary to attract and retain high quality faculties 
for Illinois colleges? 

D. Collegiate Programs 

This committee will provide a thorough inventory 
and analysis of all instructional programs, including 
graduate and professional, leading to a certificate or 
degree at each institution. This committee will also 
conduct the inventory of research programs, and of ex- 
tension and public service programs. (These programs 
would then be analyzed and evaluated by Committees 
E and G respectively.) The findings will show the num- 
ber and type of programs, the number of graduates from , 
each program over a period of years, and the volume ; 
of student-credit-hours produced in each program. 
Factors relating to efficiency such as class sizes, credit • 
hour production of faculty members, and the number of 
courses offered in relation to enrollment will be explored. '. 
An assessment will be made of requirements for new : 
instructional programs to 1975 and the locations and 
kinds of institutions at which these programs ought to 
be offered. i 

1. Is the diversity and scope of two-year, four-year, ,'; 
graduate, and professional programs offered in the ,■ 
several geographic areas and population centers of 
the State sufficient to meet State needs? 

2. What academic programs need to be expanded or 
initiated in order to meet future educational needs? 

3. In which geographical area are these needs likely to 

4. How many programs, if any, are offered which are 
obsolete or which produce an uneconomic number of 

5. How much unnecessary duplication of programs char- 
acterizes higher education in this State? 

E. Research 

The study will analyze the inventory of research 
programs of the various institutions determining the 
geographic locations where programs are offered and 
the amount of duplication of effort involved. An effort 
will also be made to determine the volume and kinds of 
research undertaken by industry in Illinois. Special 
emphasis will be placed on future research needs, the 

manpower and training requirements for conducting 
such research, and the role of research, both university 
and industrial, in the Illinois and national economic 

1. What is the general type of research offered at each 

a. Does the research seem compatible with the type 
of institution and its objectives? If not, what type 
of research is appropriate? 

b. What research programs, pure and applied, need 
to be initiated or expanded, and at which institu- 

2. What amount and kind of research is conducted by 
industry in Illinois? 

a. At what locations? 

b. What will be industrial research needs in the 

c. What education and training will be required for 
researchers in the future? 

'3. What division of responsibility for research, and for 
training research workers, should prevail between 
business, industry, and government, and the univer- 

F. Two-Year Colleges 

This committee will be concerned primarily with 
policies in relation to : the role of the junior college and 
[the branch campuses in Illinois higher education; the 
■relationship of such institutions to the high schools and 
!to the four-year institutions; the need and desirability 
jf increasing their numbers; and the part the State will 
3lay in financing, in control, and in encouraging their 
growth. The whole matter of branch campuses of the 
aniversities versus the junior college (community or 
;tate) will be explored. 
L Are there locations in the State where new junior 

colleges or branches are needed? 
I. What criteria should be met before establishment of 

these institutions? 
). To what degree should the State give financial sup- 
port to junior colleges? To branch campuses? What 
form should such assistance take? 
!k How much control should the State exercise over 
location, program, and facilities in the development 
of junior colleges and branch campuses? 

i. Extension and Public Service 

The study will involve the volume of extension and 
lublic service programs, the geographic locations where 
jhey are offered, the degree to which these programs of 
(he different institutions overlap and duplicate, and the 
|xtent to which the progrzlms are subsidized by the State. 
The committee will propose policy in relation to scope, 
[ontrol, articulation, and financing of such programs. 

|. Are there a sufficient number of extension and public 
service programs to meet the needs of people in the 
I various geographic areas of the State? 
. What kinds of students attend extension classes for 
credit? For noncredit? For what purpose do they 
I attend? 
. What types of public service programs would aid 

localities in governmental, industrial, and community 
4. To what extent does the State subsidize extension 
and public service programs? What State policy 
should prevail in such subsidization? 

H. Vocational-Technical and Adult Education 

The committee will determine the rates at which 
students drop out of high school, the need for continu- 
ing education at the adult level, the society's manpower 
needs in various vocational and technical fields, the 
geographical areas where technical and vocational train- 
ing should be provided, and the type(s) of institutions 
or private businesses which should offer it. 

1. What proportion of the population has not finished 
high school? What is the present rate of drop-out? 

2. What educational opportunities should be provided 
these people at the adult level? 

3. What are the Illinois and United States' manpower 
needs in technical and vocational education? What 
are these needs likely to be in the future? 

4. What kinds of retraining will be necessary because of 
technological unemployment? 

5. Should the State or community provide the vocational 
and technical education programs or should the hir- 
ing industry or business provide them? 

6. Who should finance such training? 

I. Physical Facilities 

This will include a study of space utilization, the ex- 
tent of available space, methods for maximizing use of 
space, and the obstacles to full utilization. A part of 
this study will deal with future capital needs and costs. 

1. What proportion of student stations are used in each 
classroom and laboratory each period of the day? 

2. What percentage of classrooms and laboratories are 
used each hour of the day? 

3. How many hours a week and weeks per year are fa- 
cilities used? 

4. How many square feet of classroom, laboratory, semi- 
nar, and other space is now provided per full-time 
student enrolled? How much should be provided? 

5. How many square feet of new space of all types will 
be needed at each public and private institution by 

6. What will be the cost of new space? Of renovating 
old space? 

7. How may the use of physical space be maximized? 

J. Illinois Financing of Higher Education 

(Enrollment needs, from Committee A; physical facili- 
ties needs, from Committee I; current institutional 
finance, from Arthur Andersen & Co. and staff.) 

The study primarily will be technical in nature. It 
will reveal per capita personal income, per capita tax 
burden, and per capita expenditure for higher education 
as compared with similar data from other states. It will 
reveal projections of tax revenues, and personal income 
and other economic factors until 1975. Finally, it will 
show the projected amount of State support for operat- 
ing expense and capital improvement for higher educa- 


tion during the period and the sources from which fi- 
nancing could be expected to come. Estimates of future 
costs and future sources of finance will also be obtained 
from each of the cooperating private institutions. 

1. How well does Illinois support the financial needs of 
its higher education institutions? 

2. How do its expenditures for higher education com- 
pare with its wealth and per capita income? How do 
these data compare with other states? 

3. What financial resources will the State have until 

4. What financial outlays will be required for higher 
education and how may the State meet these require- 

5. What proportion of the financing should be under- 
taken by the students? By the various governments? 
By other university sources? 

K. Institutional Goals and Functions 

The committee will concern itself with the goals and 
aspirations of the various institutions in the State, espe- 
cially the public ones. If found desirable it will recom- 

mend the allocation of certain distinctive functions and 
programs among the public institutions in keeping with 
regional, state, and national needs; the changing char- 
acter of educational requirements; and the competencies 
and goals of each institution, public and private. By 
such allocations, if any, the committee would attempt to 
prevent unnecessary duplication and to increase the 
quality and scope of educational opportunity. 

1. What are the goals and aspirations of the higher 
education institutions of the State? 

2. Are these aspirations reasonable in view of the present 
and potential competencies of the faculties and staffs, 
quality of the educational facilities, geographical lo 
cation of the institutions, and competing aspirations 
of other institutions, public and nonpublic? 

3. What should be the functions and goals of each pub- 
lic institution? 

4. What should be the respective roles of public and 
nonpublic institutions? 

5. How may the distinctive roles of the several institu- 
tions be better understood by the public? 

Master Plan Study Committees 

Committee A. College Enrollments 

Jacob O. Bach, Southern Illinois 

Martin H. Battels, Northern Illinois 

William Bradford, Northwestern 

Gustav J. Froehlich, University of Illinois 
Francis E. Hickey, Rockford, Illinois 
Carol K. Kimmel, Illinois Congress 

of Parents and Teachers 
Peter P. Klassen, University of Illinois 
George Melville, Knox College 

Committee B. Admission and Retention 
of Students 

Jack C. Allen, Millikin University 
Robert Cole, Illinois Association 

of School Boards 
Earl Foreman, Western Illinois 

Arthur H. Larsen, Illinois State Normal 

Robert A. McGrath, Southern Illinois 

Charles D. O'Connell, University 

of Chicago 
Edward M. Stout, DePaul University 

Committee C. Faculty Study 

W. Brock Brentlinger, Greenville College 
John E. Cribbet, University of Illinois 
Francis Geigle, Northern Illinois 

Hobart Heller, Eastern Illinois University 
Marion Lamet, American Association 

of University Women 
Harry Manley, Monmouth College 
Lewis Troyer, National College 

of Education 

Committee D. Collegiate Programs 

David K. Andrews, Principia College 
Catherine Chase, Sycamore, Illinois 

Velma Grain, Taxpayer's Federation 

of Illinois 
William McKeefery, Southern Illinois 

Jack W. Peltason, University of Illinois 
George L. Playe, University of Chicago 
Noble J. Puffer, Cook County 

Superintendent of Schools 
John T. Richardson, DePaul University 
Jerome Sachs, Chicago Teachers College 

Committee E. Research 

Mrs. John T. Even, Illinois Citizens 

Education Committee 
Harvey Fisher, Southern Illinois 

Marvin E. Krasnow, Hallicrafter's 

Clem Phipps, Mattoon, Illinois 
Frederick T. Wall, University of Illinois 
Martha J. Ziegler, Evanston, Illinois 

Committee F. Two-Year Colleges 

Robert O. Birkhimer, Office of Superin- 
tendent of Public Instruction 
Raymond Dooley, Lincoln College 
William L. Dunn, Lake Forest College 
Lucille Goodrich, Livingston County 

Superintendent of Schools 
Eric H. Johnson, Illinois State Normal 

William P. McLure, University of Illinois 
Donald D. Miller, Canton, Illinois 
Wayne Stoneking, Illinois Education 

Committee G. Extension and Public Service 

Richard Franklin, Southern Illinois 

Arthur Higgins, Quincy Herald-Whig 
Charles" E. Howell, Northern Illinois 

Robert P. Ludlum, Blackburn College 
Jeanne Simon, Troy, Illinois 

Eileen C. Stack, Chicago Board 

of Education 
Reid Tombaugh, Pontiac, Illinois 

Committee H. Vocational-Technical 
and Adult Education 

Gerald M. Almy, University of Illinois 
Glenn Ayre, Western Illinois University 
Neal Duncan, Chicago Board 

of Education 
Kermit Johnson, Bradley University 
Gil Renner, Elgin Community College 
Ernest Y. Simon, Southern Illinois 

Gerald W. Smith, Illinois Education 

Association , 

Committee I. Physical Facilities 

Harlan D. Bareither, University ' 

of Illinois 
Lloyd M. Bertholf, Illinois Wesleyan 

George H. Hand, Southern Illinois 

Vernon Heath, Robinson, Illinois 
Frederick H. McKelvey, Teachers 

College Board 
Asa Ruyle, Eastern Illinois University 

Committee J. Illinois Financing , 

of Higher Education 

John Cox, Illinois Agricultural 

Samuel K. Gove, University of Illinois 
Warren Hardin, Illinois State Normal 

Donald W. Hill, Chicago Board 

of Education 
Ralph S. Johns, Haskins & Sells 
John S. Rendleman, Southern Illinois 

Maurice Scott, Taxpayer's Federation 

of Illinois 
George H. Watson, Roosevelt University 






\L(mg-Range Parking Plan for the University of Illinois JAM "t"^^^ 


mber 17, 1962 


The University of Illinois employed the firm of Harland 
Bartholomew and Associates, Memphis, Tennessee, to 
moke a study and recommendations for a long-range 
plan for the meeting of the present and future parking 
problems of the Urbana-Champaign Campus. The follow- 
ing is a brief summary of the Condensed Report. The 
summary is being circulated for the purpose of promoting 
full campus discussion. 

It is hoped that faculty members, staff members, and 
students interested in parking will give consideration to 
the recommendations contained in the Report. Before 
any action is taken there will be ample time for full 

The Report has been submitted to the Urbana- 
Champaign Campus Planning Committee and to the 
Committee on Motor Vehicle Regulations for consideration 
and recommendations. On December 12, 1962, the two 
committees sponsored a meeting to which faculty and staff 
members were invited to hear a presentation of the Re- 
Jport by the representatives of Harland Bartholomew and 

The two committees considering the Report ask that 
comments on the Report and suggestions from faculty and 
i staff be submitted in writing before January 15, 1963, 
to Dean R. N. Sullivan, Chairman of the Campus Planning 
Committee, or to Professor C. H. Bowman, Chairman of 
the Committee on Motor Vehicle Regulations. Students 
I are asked to submit their comments and suggestions, in 
writing, to Dean of Students Fred H. Turner, prior to 
[January 15, 1963. 

j The two committees will consider the Report and all 
suggestions submitted and will prepare recommendations 
for presentation about February 15, 1963. The recom- 
.mendations of the committees will be presented for dis- 
icussion at a second meeting to which faculty, staff, and 
'representatives of student groups will be invited. 

Following the second meeting the committees will 
prepare their recommendations for submission to the 

The objectives of the parking study were to present 
an analysis of the problem, to propose a long-range 

parking plan compatible with the long-range campus 
plan, to develop a program for the implementation of 
the plan with specific annual improvements for the next 
three years, and to outline practical means of financing 
the program. 

At the present time there are 75,000 motor vehicle 
trips per day to and from the Urbana-Champaign 
Campus. The existing parking provided by the Univer- 
sity includes 4,568 off-street spaces and 962 street spaces 
(5,530 total spaces). The number of motor vehicles 
registered by faculty-staff and students is more than 
twice the number of parking spaces provided by the 
University. The major parking problem is not created 
by student vehicles. Staff registrations have been more 
than twice the student registration for the past five years. 
At the present time 95 per cent of the full-time staff 
have registered vehicles (20 per cent of the students 
have registered vehicles) . 

The greatest demands for parking, both now and in 
the future, are in the areas of dense campus development. 

Prior to 1958 the University made no concerted effort 
regarding parking facilities on the Urbana-Champaign 
Campus. In that year, student registration fees were 
established as a part of the regulation of student car 
traffic. (Note: Student fees are not used to finance 
faculty-staff parking.) A program of individual staff 
rental spaces was also begun. The monies collected 
from rentals were pledged to the retirement of bonds 
issued to finance the improvement of parking lots. This 
action reflected an important policy decision made by 
the University, namely, that charges should be made 
for the use of certain parking spaces. Because of the 
rapidly increasing need for parking and because other 
sources of revenue are not available, the policy of charg- 
ing for parking space is deemed by the firm of Bartholo- 
mew and Associates as needing extension. 

"Some persons believe that 'free' parking should be 
provided for them. They erroneously argue that certain 
industries, shopping centers, etc., provide 'free' parking. 
This misconcept is dispelled by even momentary reflec- 
tion. For example, shopping center merchants pass on 
to their customers the cost for providing parking." {Re- 
port, p. 8.) 

The Report points out that spaces must be adequate 
in number and appropriately distributed to meet justi- 

fiable levels of demand at reasonable costs. It points 
out that ample parking spaces cannot be provided for 
all users at the front door of their destination. "The 
distance parkers are willing to walk from parking space 
to destination depends upon how long they want to park, 
their purpose, and the cost for parking and parking 
availability." The Report finds that the justifiable level 
of parking to be met is as follows : 


Implementation Number of Spaces Estimated 

Stage Existing* New Total Demand 

At present time 6,300 6,300 9,600 

3-year phase 6,000 4,100 10,100 10,200 

Intermediate phase 5,200 7,600 12,800 12,950 

Intensive development . . 3,400 14,100 17,500 17,500 

* 1962 spaces plus those to be provided for the Assembly 
Hall. Does not include student compounds or student rental 
spaces. Allows for anticipated losses because of intended build- 
ing programs. 

Estimated demand based upon Assumption 2 — to provide 
parking for "all staff, visitors, and some students." 

Full-time staff @ 100% 

Visitors @ 10% of full-time staff 

Part-time staff @ 50% 

Undergraduates @ 3% 

Graduate students @ 10% 

This requires the building of 4,100 new parking spaces, 
allowing for losses because of intended building pro- 
grams, over the three-year period, as set forth in the 

The recommended plan is designed to be self- 
sustaining once the original plan is inaugurated and 
existing demands are met. The Report points out that a 
concerted effort must be directed toward the taking of 
the scheduled steps in the parking program each year. 

The plan envisages the eventual building of a series 
of parking structures so located that they will meet the 
parking criteria of location established in the study. They 
are to be constructed as need arises for additional 

The plan recommends that all parking, except serv- 
ice and special use spaces, be eliminated from the interior 
core of the campus. 

An integral part of the intermediate phase of the 
plan is the acquisition of sites necessary for the structures 
proposed in the intensive development plan. Most of 
the existing spaces will remain in the intermediate plan 

No exact date is set for the implementation of the 
intermediate plan. The Report points out that planning 
is a continuous process. 

The first stage improvements are proposed for de- 
velopment during 1963. This would result in making 

2,440 new spaces available during the 1963 academic 
year. The financing of these spaces assumes that the 
new parking program will be inaugurated in the summer 
of 1963. 

The second stage improvements should be completed 
in 1964. This would provide an additional 280 new 
spaces during that year. 

The third stage improvements will provide an addi- 
tional 1,416 spaces for the 1965-66 academic year. Thus, 
in the three-year phase, 4,100 new parking spaces would 
be provided. 

The recommended method for financing the three- 
year implementation plan would be that of adopting the 
policy of charging for all parking. The recommended 
initial fee schedule follows : j 


University Parking ArtA^^^J^^^r Estimated Annual 

SP^^^^ (Nofm^WkiSay) Revenue 1965 

Existing spaces $75 $237,725 

Lot P-2 

(peripheral spaces) 55 11,825 

Lot P-20 

(fringe area) 32* 44,760 

All other (new) 75 121,425 

* Includes an annual fee for bus transportation between 
Lot P-20 and north campus area. 


Student compounds and traffic regulation — continue - 
the $7.50 per semester per vehicle registration fee. 

Student rental lots — continue the fee of $30 per ; 
semester per space — revenue to provide additional ; 
student lots. 

Assembly Hall lots — charge a fee of 20^ per day per 

Visitors spaces — designate certain spaces for visitor 
use in each lot and meter these spaces. Recommended ; 
charge 10^ per hour per space. ''■ 

NOTE: Copies of the Condensed Report — LONG- 
RANGE PARKING PLAN prepared by Harland Bar- 
tholomew and Associates are available in the following 
places and may be read there: 

Offices of all academic deans 
Library Reference Room 
Undergraduate Library 
mini Union Browsing Room 
University Library Browsing Room 
All departmental libraries 





No. 48, January 4, 1963 



Presidents Re0rt^<^^' Selected Topics of Current Interest 



Dedication ceremonies were held November 24 for 
the University's new 305-bell electronic "Carillon Amer- 
icana," a gift of alumnus Andrew R. Staley and Mrs. 
Staley of Naples, Florida, to the University of Illinois 

Studios for the playing console and mechanical units 
are located in the second floor lobby of the University 
Auditorium, where the dedication was held. A bronze 
plaque memorializes the Staley gift. 

Speakers for the carillon, which is one of the nation's 
[five largest made by Schulmerich Carillons, Inc., of 
! Sellersville, Pennsylvania, are installed atop the north- 
east tower of Memorial Stadium. A half-time concert 
introduced the carillon to the crowd attending the 
Illinois-Michigan State football game. 


I The University's Division of Services for Crippled 
Children marked in 1962 its twenty-fifth anniversary as 
I the official state agency designated to provide medical 
jcare and related rehabilitative services to physically 
handicapped children in Illinois, Dr. Edward F. Lis, 
iDirector, has noted in his annual report. 
' Working closely with the University of Illinois Re- 
search and Educational Hospitals and the University 
faculty at the Medical Center, the Division provides 
diagnostic, treatment, and follow-up services for crippled 
children all over the State. 

! The Division's case load increased more than 1,000 
I in the last year with 19,581 children registered. Twelve 
district offices provide contact points for families, physi- 
j:ians, and various agencies, and the Division works in 
204 communities throughout Illinois. 


The W. K. Kellogg Foundation of Battle Creek, 
Michigan, has presented a $90,000 grant for teacher 
education to the College of Dentistry at the Medical 
Center campus in Chicago. 

The grant, to be supervised by Dean Isaac Schour, 
covers a three-year program to support teacher educa- 
tion in the biological, clinical, and psycho-social sciences; 
to improve teaching of the technical and clinical skills 
through active research; and to establish a pedagogical 
center for prospective and active dental teachers. 


Fifteen per cent of the resident (on campus) college 
students in Illinois were on the three campuses of the 
University of Illinois, a bulletin just issued by the United 
States Department of Health, Education, and Welfare 

"Total Enrollment in Institutions of Higher Educa- 
tion, First Term, 1959-60, Basic Data," indicates that as 
of that semester the University of Illinois enrolled 14 per 
cent of the State's undergraduate students and 22 per 
cent of the graduate students. 

If full-time students only are considered, the Univer- 
sity had 20 per cent of the students attending college in 
Illinois, 19 per cent of the full-time undergraduates, and 
33 per cent of the full-time graduate students. 


A total of 36,116 students were enrolled in formal 
programs of education through the Division of Univer- 
sity Extension in 1961-62, the annual report of Dean 
Stanley C. Robinson shows. 

During the academic year, 460 extramural classes 


were held in 84 cities in 44 counties of Illinois with 
enrollments totaling 10,893. Correspondence course en- 
rollments were 2,653, the firemanship training program, 
8,896, a statewide series of hospital and nursing home 
fire safety training programs, 6,062, and the Police Train- 
ing Institute, 861. 

One hundred thirty-three short courses, conferences, 
and institutes were held, 60 on the Urbana campus, 
45 at Allerton House, five in Chicago, and 19 in other 
communities of the State. Enrollment totaled 14,696. 
More than 700 members of the University's academic 
departments assisted the Division's faculty in bringing 
college level education to these groups. 


One hundred fifty-nine paintings and sculptures by 
living American artists have been selected for the bien- 
nial exhibition of "Contemporary American Painting 
and Sculpture" March 3 through April 7 at Krannert 
Art Museum. 

The exhibition is a major event of the eleventh Festi- 
val of Contemporary Arts which will be held on the 
Urbana campus. Selections were made by Professor 
C. V. Donovan, Director of Krannert Art Museum, 
Professor James D. Hogan, Department of Art, and Mrs. 
Muriel B. Christison, Associate Director of the Museum. 



The University of Illinois ranked fourth in the nation 
in the number of international students enrolled in 1962, 
a year which saw a great upsurge in international educa- 
tion exchange at all levels. Open Doors 1962, the annual 
survey of the Institute of International Exchange, 

Total enrollment at Illinois was 1,325, following the 
University of California, the University of Michigan, 
and New York University in the tabulation. The Uni- 
versity had 113 foreign faculty and scholars on appoint- 
ment for varying periods during the year and more than 
40 faculty members participated in cooperative programs 

and Industrial Relations, was shown to visitors during 
an open house held by Director Martin Wagner and his 
staff following the dedication lecture. The building was 
financed through contributions by labor and industry and 
State funds. 


Plant and facilities of the University of Illinois were 
valued at $247,097,644, according to the annual report 
of Vice-President and Comptroller Herbert O. Farber, 
covering the fiscal year ending June 30, 1962. 

The report also includes a record of expenditures for 
operation and maintenance and is available upon request. 


The University of Illinois has been commended by 
the Department of Defense for its cooperation in con-j 
ducting for faculty members of architectural and engi-j 
neering schools one of four courses offered across the 
nation on protective construction. 

Assistant Secretary of Defense Steuart L. Pittman 
said in a letter, "We believe the success of the national 
shelter program will depend to a great extent upon thc; 
architects and engineers of this country who are leaders] 
in the construction industry. For this reason it is con-si 
sidered of prime importance to develop the capability for' 
protective construction in those who are teaching the 
nation's professionals. : 

"In this connection the University of Illinois has con-; 
tributed immeasurably to this country's goals." 


The University of Illinois Small Homes CounciHi 
Building Research Council mailed the five milliontlfi 
copy of a circular in its nontechnical series for home, 
planners and owners November 30. 

It was a copy of "Moisture Condensation," most pop- 
ular of all the publications which began in 1945 and now 
total 33. '; 


Governor Otto Kerner and representatives from both 
labor and industry joined in dedication ceremonies No- 
vember 29 for the new Labor and Industrial Relations 
Building on the Urbana campus. Approximately 275 
attended a luncheon in Illini Union, then adjourned to 
the Law Building Auditorium for a Dedicatory Address 
by Professor George W. Taylor, Wharton School of Fi- 
nance and Commerce, University of Pennsylvania. 

The new facility, which houses the Institute of Labor 



Vice-President Norman A. Parker, Chicago Under 
graduate Division, was guest of honor at a banquet o: 
the West Central Association of Chicago November 1! 
to receive its annual honor award on behalf of the Uni 
versity for contributions to higher education in Chicago 

Text of the award: 

"Since its establishment in 1946, the University o 
Illinois Chicago Undergraduate Division has made thi 

benefits of advanced education available to thousands of 
young Chicago men and women who otherwise would 
have been denied the opportunity of acquiring the aca- 
demic training and intellectual disciplines offered by 
their State University. Today the University is ready to 
embark on a building program which promises to be a 
landmark, not only in the History of the City of Chicago, 
but also in the development of urban institutions of 
higher learning. This Association is proud to welcome 
the University's expanded undergraduate program to its 
new home in the City of Chicago and to salute it for its 
past achievements, as well as its exciting future." 


Two members of the Department of Civil Engineer- 
■ ing at the Urbana campus, Professor Ven T. Chow and 
( Professor William J. Hall, will receive research prizes 
\ from the American Society of Civil Engineers at its 
f meeting in February in Atlanta, Georgia. The awards 

were announced November 15. 

Professor Chow is cited for outstanding contribution 

to knowledge of flood protection and farm drainage and 
[Professor Hall for outstanding contributions to knowl- 
ijedge about the cause and remedy for brittle fracture of 




Professor Paul D. Coleman, head of the ultra-micro- 
wave research group in the University's Department of 
! Electrical Engineering, has been named a Fellow of the 
i Institute of Radio Engineers, highest honor bestowed by 
'the organization for those who have made outstanding 
contributions to electronics, radio, and allied branches of 
engineering and science. 

Professor Coleman was recognized for studies in sub- 
millimeter wave generation. A member of the faculty 
since 1951, he is on leave this year as a visiting professor 
at Stanford University. 


Professor Samuel A. Kirk, Director of the Univer- 
sity's Institute for Research on Exceptional Children, re- 
ceived awards totaling $75,000 from President John F. 
Kennedy December 6 in ceremonies in Washington, D.C. 
Previously, Dr. Kirk and four other recipients, all foreign 
pcientists, had been guests of the President at the White 

The awards were from the Joseph P. Kennedy, Jr. 
Foundation. Dr. Kirk received $25,000, the highest cash 
prize the Foundation gives to one person, and a $50,000 
?rant to support his research. 

Dr. Kirk is one of the world's foremost authorities on 
special education for the mentally retarded. His books 
and papers for the public and for professional people in 
his field are considered basic studies. Students whom he 
has trained now dominate the younger leadership in the 
field of education for exceptional children. 

PROFESSOR McGregor again heads 


Professor John C. McGregor, Department of Anthro- 
pology, has been re-elected as president of the Illinois 
Archeological Survey for 1963. 

The Survey sponsors annual workshops on Illinois 
archeology, the recording of archeological sites in Illi- 
nois, publications, and salvage of archeological sites and 


Professor Marcos Morinigo, Department of Spanish, 
Italian, and Portuguese, has been awarded a national 
prize for scientific studies of languages and literatures by 
the government of his native Argentina. Recognition 
was made for linguistic and literary research in his book 
Programa de Filologia Hispanica. Before joining the 
University's faculty in 1960, Professor Morinigo served 
as Dean of the College of Philosophy and Letters at the 
University of Buenos Aires. 


Professor Beatrice Wade, Head of the Department of 
Occupational Therapy at the Medical Center campus 
in Chicago, has received the 1962 Award of Merit from 
the American Occupational Therapy Association, highest 
distinction conferred by the organization. 

Professor Wade was cited for "outstanding contribu- 
tion to the continuous growth of occupational therapy 
education and practice and her special contribution to 
the field of psychiatry." She has been head of the Uni- 
versity's Department for 19 years. 


Philip H. Martin, senior in the College of Liberal 
Arts and Sciences from Sullivan, Illinois, is one of 32 
students from throughout the United States to be 
awarded a Rhodes Scholarship this year. The awards 
were announced in Chicago on December 15. 

Mr. Martin will use the scholarship funds to study 
for two years at Oxford University, England, beginning 
next September. He will be a candidate for a bachelor's 
degree from the University next June with a major in 
political science. 

Changes in Names of Administrative Units 

The Board of Trustees of the University of Illinois 
on October 17, 1962, approved the following changes in 
names of administrative units: 

The Chicago Undergraduate Division's College of 
Fine and Applied Arts to "College of Architecture and 

Clark Reading Room Reestablished 

A room on the third floor at McKinley Hospital has 
been redecorated, refurnished, and equipped to serve as 
a library and reading room for McKinley Hospital pa- 
tients. It reestablishes the Thomas Arkle Clark Recrea- 
tion Room which was furnished and equipped in 1927 
by friends of Dean Clark in recognition of his many 
efforts to establish the hospital. 

Originally the room was furnished with comfortable 
chairs, library facilities, and a collection of books, maga- 
zines, and newspapers. A bronze tablet was placed on 
the wall designating the purpose and recognizing Dean 
Clark's activities. The original equipment depreciated, 
and the space eventually had to be used for other 

The estate of Mrs. Clark left a sum of money for the 
maintenance of this recreation room, and in the im- 
provements being made at McKinley Hospital space was 

Official Notice No. 71 — Correction 

Official Notice No. 71, dealing with smoking regula- 
tions in University buildings, appeared in FACULTY 
LETTER No. 44, November 19, 1962. Please note the 
following correction. Item B, number 2 should be de- 
leted and the following text inserted: 

Student Rehabilitation Center and the Program of 
Intramural Activities to "Division of Rehabilitation- 
Education Services" and "Division of Intramural Activ- 
ities." The executive officer of each is designated as 

allocated for the reestablishment of the lounge. Suffi-' 
cient funds had accumulated to furnish the room and to 
purchase subscriptions for a list of periodicals and news- 
papers. This list was provided by Dean Robert Downs! 
and his associates in the Library. 

The trust fund established by Mrs. Clark will bei 
adequate to cover the annual cost of the periodicals.. 
Some books for the library shelves have already been' 
given to the hospital and placed in the reading room, 
but additional books are needed. Any faculty members 
desiring to present books to the room can leave them at 
the hospital or Health Service on Lincoln Avenue. Suit- 
able bookplates have been provided and are available to 
indicate the names of the donors. 

Information in regard to the needs for this room can 
be secured from Dr. Orville S. Walters, 3-2711, or Dean 
Fred H. Turner, 3-1300. ! 

2. Violations by students enrolled in the Graduate 
College, the College of Law, and the College of Veter- 
inary Medicine will be reported to the Dean of the 
Graduate College, the Dean of the College of Law, anc 
the Dean of the College of Veterinary Medicine. 

Special Notice 

The Urbana Police Department has called attention 
to the legal requirements concerning the licensing of 
motor vehicles. 

All owners or operators of cars living in Urbana must 
display Urbana motor vehicle stickers or be subject to 

All owners of cars with license plates from other 
states, or from foreign countries, must secure Illinois 
license plates and obtain Illinois driver licenses immedi- 
ately upon being employed in Illinois. 

The Urbana Police Department will conduct a drivi 
to secure compliance with the state law and the cit 
ordinance, but is concerned that some owners and oper 
ators of motor vehicles do not realize that they mus 
secure Urbana stickers and Illinois licenses. They hav. 
asked that University employees be informed concernin: 
the legal requirements and the forthcoming effort ti 
secure compliance. 

Enforcement efforts will be increased after Januar 
15, 1963. 

j3 G u-3I~Vt:x_ 



The State of the University^ 1962-63' 



Last year, in helping the University to celebrate the 
Centennial of the signing of the Land-Grant Act, under 
which the Illinois Industrial University was established, 
historian and alumnus Allan Nevins vividly recounted 
his impressions as a student of fifty years ago: 

"Coming down from Chicago on the Illinois Cen- 
tral that Douglas had helped endow, through towns 
where Lincoln had ridden circuit, we saw the towers 
of the university rise above the undulating prairie 
with a sense that they were castles of hope and for- 
tresses of the spirit. We knew how deeply the uni- 
versity's roots penetrated into every locality of the 

The University still merits that characterization, both 
in meeting the problems of here and now, and in plan- 
ning for next year and the years to come. 

Of course, the quantities with which the University 
must now deal are larger than those envisioned even a 
decade ago. The enrollment figures, the number of 
divisions, the number of buildings, the variety of pro- 
grams, and the dollar amounts of the budget are impres- 
sive;^ but large size is a by-product, not an objective. 

' This address was presented over television and radio as 
follows: WILL-TV in Urbana-Champaign at 8:30 p.m. Janu- 
ary 8 and 11, and WTTW-TV in Chicago at 10:00 p.m. 
January 9. It will be presented over WCIA-TV in Urbana- 
Champaign at 1:00 p.m. January 12; WILL-AM at 9:00 a.m. 
January 13; and WILL-FM at 8:00 p.m. January 16. 

A colloquium for faculty and stafT to discuss topics raised 
:n the "State of the University" message has been scheduled 
by the President at 3:30 p.m. Friday, January 18, in the Faculty 
Lounge of the Illini Union. 

^ A fuller account of each of these elements in the recent 
University record may be found in other reports and docu- 
ments. See: "Opening of the New School Year," Faculty 
Letter No. 39, September 18, 1962; Your Money, Your Univer- 
sity, Office of the Vice-President and Comptroller, University of 
Illinois, January, 1963; Educational Directions at the Univer- 
sity of Illinois, University of Illinois Press, January, 1963. 

No. 49, January 11, 1963 


MAR 2 a 1963 

From its beginnings in 1867 there has been but one 
over-all aim: to provide programs of the highest quality 
in instruction, investigation, and educational service to 
meet the needs of the people of Illinois. These needs 
have grown, in size and complexity, as Illinois has 
grown — in population, in the addition of new and more 
highly developed industries, occupations, and professions, 
in new standards and expectations. 


The major problems today confronting American 
higher education generally may be summarized in the 
phrase "people, places and the professionals." 

The surge in population growth, so much discussed, 
will soon reach the campuses of the country. The re- 
cent enrollment increases have come chiefly from an 
enlarged proportion of high school graduates going on 
to college. In a year or two, that higher proportion — 
still to rise — will be applied to a larger base. The re- 
quests of qualified people for places on the campus, 
within the tradition of educational opportunity in this 
country, will exceed capacity. 

The University of Illinois, along with the other state 
universities and many independent institutions, has been 
trying to prepare places for the expected increased 
numbers of people. The new Congress Circle campus 
in Chicago is but one, if the most dramatic, evidence 
of this preparation. 

We have to report, however, that we do not have 
the means for the fulfilment of those plans. 

In 1960, at the time of the approval of the State 
bond issue for buildings at the state universities, it was 
widely announced that the sums to be provided through 
that authorization would be but half enough and that 
additional funds would be needed. Great building 
progress has been made during the last two years, but we 
must now measure and plan again. 

Capital Needs for the Biennium 1963-65^ 

In the light of a thirty-year accumulation of serious 
space shortages, only partially ameliorated by the 1960 
bond issue, intensive studies were conducted during the 
last year to determine what capital improvements are 
essential in the biennium 1963-65, if the University is 
to meet its share of the demand for higher education in 
Illinois in the critical year 1965-66. 

It will be remembered that 1965 is the year when 
the sharpest increase in college enrollment is expected, 
because of the marked upturn in the birth rate in 1947. 
According to recent estimates, there will be nearly 20,- 
000 more students seeking admission to college in Illi- 
nois in 1965 than in 1964. The total enrollment for the 
State is predicted to be more than 270,000 in 1965, as 
compared with over 216,000 in the fall of 1961. If the 
University of Illinois continues to carry its present pro- 
portion (14.8 per cent) of the total enrollment in Illi- 
nois institutions of higher education, its predicted enroll- 
ment for 1965-66 would be approximately 10,000 more 
than were registered in 1961-62. 

Furthermore, with the marked advance of the Uni- 
versity of Illinois in national stature since World War II, 
through progressive improvement of the quality of its 
faculty and hence of its total program and through 
the increased amount of graduate work and research,* 
the inadequacy of its facilities in many departments has 
become increasingly pronounced. This is especially true 
in the natural sciences where the vast expansion of 
knowledge and rapid changes in technology have ren- 
dered laboratory facilities obsolete at an ever-increasing 

However, because limited State revenues are antici- 
pated in 1963-65 for building purposes, the University 
has reduced its capital requests for this biennium to a 
level considerably below the total indicated by its studies. 
Accordingly, a capital budget request has been prepared 
which includes only the projects most urgently needed 
to avoid limitation on enrollment and on other aspects 
of the University's over-all program in 1965-66; and, to 
enable the University to take advantage of matching 
grants from the Federal Government, and gifts and 
grants from other sources. The total requested in addi- 
tional State tax funds is $33,893,740. 

This sum, carefully derived from departmental re- 
quests which totaled more than four times this amount, 
would provide the immediately needed classrooms and 
faculty offices and some laboratories in biology, chem- 

^A full statement of the capital budget for 1963-65 is 
contained in the Faculty Letter No. 45, November 30, 1962. 

* Expenditures from contract and grant funds for research 
last year, from the Federal Government, State agencies, and 
private sources, amounted to $19,434,085. 

istry, engineering, and veterinary medicine. Matchin 
funds for outside grants to construct research facilitii 
are also recommended; and included, of course, is th 
financing of land-acquisition, remodeling, power plar 
and utilities, equipment, and planning — all essentijj 
in orderly and continuing growth. 

Most of the building funds requested for 1963-6 
would be spent at Champaign-Urbana and at thi 
Medical Center in Chicago. In the 1965-67 bienniun 
the Congress Circle campus, although getting starte; 
later than originally planned, will be ready for Phas; 
Two of its development and will again receive majci 
attention. ' 

Since it takes more than two years to plan and buil^ 
a building after the funds have been made available 
it is readily apparent to all that "the future is now" an^ 
that there is no time to lose in continuing the buildin 

In viewing these estimates of building requirement; 
we should remember that buildings as such are mean 
ingless. We are talking about the needs of people - 
the needs of people for places — the needs of the youn 
people who are now in high school and who will expec 
to have a chance for places when they are ready fo 

The message on this point is meant not only fo, 
faculty and students and alumni, but also for all pat 
ents, for citizens whose children and grandchildren ma 
be affected and whose businesses and personal lives wi! 
be touched by any shortages that may develop in th' 
trained brain power and manpower of our State an< 

While the American people have been debating hov 
to achieve social security, medical security, employmen 
security — concepts deeply embedded in their expecta 
tions and aspirations — they have taken educations 
security for granted. But the old questions have to b' 
asked anew, not alone for the sake of the individual t( 
have an opportunity for an education but now for thi 
welfare of the nation: how to get teachers in the class 
rooms, doctors at the bedsides, scientists in the labora 
tories? How may we solve the problems occasioned h] 
automation, advance the war on cancer and other dreac 
diseases, continue the exploration of space, build eve; 
more effective defenses for our country? How are we tc 
get the managers and producers for our economy anc 
supply them with the latest ideas for efficiency anc 
increasing productivity? 

These are the questions which reflect the context foj 
University budget decisions in 1963. 

These are questions which point up the third word ir 
our introductory phrase — "professionals." "People anc 


places" alone do not measure the problem. We must 
also be concerned about the need of our time for 

It is commonplace to observe that we are living in a 
time of science, of automation, of technical change. The 
productivity of the people in the middle years now must 
serve an enlarged population in an increasingly complex 
economy. Every service and occupation dependent upon 
education and training is in short supply. 

We hear much about the disturbingly large numbers 
of the unemployed in our country — this at a time when 
we have our highest employment rate. Every student of 
the problem knows, however, that the unemployment is 
concentrated at the unskilled and untrained levels. There 
is no unemployment, and no prospect of any, in any 
occupation or service requiring training, and the higher 
one goes in the list of educational requirements, the 
greater are the shortages in supply. 

For the decades ahead, the needs of America for 
teachers, scientists, engineers, doctors, metallurgists, 
nurses, librarians, mathematicians, and similar profes- 
sional people will be enormous. 

Key to the supply of the professionals is the teacher 
— college teachers and teachers for the school system 
of the nation. Without teachers — and good ones — 
the buildings will be unproductive. On a small number 
of universities in the country, those few with large and 
comprehensive centers of graduate work, falls the heavy 
responsibility of preparing college teachers who, in turn, 
must be responsible for the supply of professionals.^ 

Here we see the growing significance of high pro- 
! ductivity in graduate education as a measure of Univer- 
sity strength.'' Today, far more than in the past, the 
force of new knowledge and the demands for more 
highly trained professional persons bind together gradu- 
ate education and research. Each supports the other 
and to provide expanding numbers of graduate students 
with highly-specialized training, faculties, and facilities 
of the first rank are essential. 

Some Operating Needs for the Biennium 1963-65'' 

A significant portion of the University's budget re- 

' The requirements for college teachers alone are tremen- 
dous. To meet the enrollment projected for 1970 (6.2 million 
as compared with 3.9 million in 1960) 320,000 new teachers, or 
32,000 per year, will be needed. At the present time, fewer 
than 15,000 enter college teaching each year, and less than a 
third of these hold doctorates. (Henry T. Heald, President, 
The Ford Foundation; Washington State Review, Fall, 1962.) 

°In the fall of 1962, the University of Illinois enrolled 27 
per cent of the graduate students in all the institutions of the 

A full statement of the operating budget request is con- 
tained in the Faculty Letter No. 43, November 1, 1962. 

quest for operating funds, now before the General 
Assembly, has to do with this qualitative aspect of the 
University's work. 

A first concern is salary improvement. 

While some gains have been made in recent years, 
further improvement is imperative. When salary aver- 
ages of twenty-seven of the universities awarding the 
largest number of Ph.D's in 1961-62 are compared, the 
University ranks fourteenth for professors, twelfth for 
associate professors, ninth for assistant professors, and 
fourth for instructors. Among the so-called "Big-Ten" 
universities, a calculation has been made to include both 
salaries and fringe benefits. Here, the University of Illi- 
nois ranks fourth for professors, fifth for associate pro- 
fessors, seventh for assistant professors, and third for 
instructors. As an outstanding university, Illinois should 
be equal to the best in either group. 

The overriding condition that faces the University, 
along with other institutions of higher education, is a 
sharp increase in enrollment at a time when the supply 
of adequately-trained college teachers has shown a 
relative decline. The situation arises in part from the 
proportionately smaller number of people at the age 
level available for professional service, but it is also 
influenced by the increasing demand for the same people 
from noneducational occupations. 

At the University of Illinois competition for faculty 
is intensified by the need to meet the rapidly increasing 
enrollment while at the same time staffing the new cam- 
pus at Congress Circle and meeting the personnel re- 
quirements for an enlarging graduate and professional 
program at the Medical Center and at Champaign- 

Nearly every informed citizen knows that educational 
salaries have lagged behind the general rise in other 
occupational classifications and believes that improve- 
ment is in order. The question is how fast that improve- 
ment can and should be made. Those of us charged 
with making recommendations on this subject believe 
that the quality of the University is at stake on this 
issue and that the very least we must do in the next two 
years is to hold our own among comparable institutions. 
Our estimates have been prepared on this line. 

There are, of course, factors which have a bearing on 
quality of faculty and quality of performance other than 
salary and facilities. For example, equipment and sup- 
plies must be adequate to the teaching task. Past enroll- 
ment increases in excess of budgetary provision, growing 
complexity and obsolescence of scientific equipment, ris- 
ing costs of modern hospital care, growing demand for 
supporting technical personnel in science and engineer- 
ing laboratories — all these factors, as well as the upward 

drift in prices and miscellaneous wages, have combined 
to produce acute shortages and pressing needs through- 
out the University. 

Nor can the University stand still in its instructional 
offerings and meet its obligations and opportunities. 

In recent years, the University's legislative appropri- 
ations have provided little support for new educational 
programs or for substantial improvements of existing 
programs. It has been necessary repeatedly to delete 
such items from biennial budget requests, in order to 
bring the totals within the limit of funds made available. 
As a result, the instructional departments have found it 
increasingly difficult to keep abreast of new developments 
in their fields. The extent of the University's delay in 
meeting such needs is indicated by the magnitude of the 
askings in this category from all colleges for 1963-65: 

The majority of these requests represent programs 
that should be undertaken by an institution such as the 
University of Illinois. But in view of the extraordinary 
costs involved in the move to the Congress Circle cam- 
pus, and of the general rising costs of present commit- 
ments, the Budget Committee and the other administra- 
tive officers concerned with budget preparation have 
recommended that funds be requested for only a few 
programs — those judged to be of the very highest pri- 
ority as to timing. 

Eight programs, each on a modest and limited basis, 
are proposed for initiation or substantial improvement 
in 1963-65. In all, they would cost $707,000. They deal 
with physics of the upper atmosphere, molecular elec- 
tronics, nuclear engineering, linguistics, Asian studies, 
continuing (postgraduate) medical education, the para- 
medical sciences (medical technology, etc.), and gradu- 
ate nursing education. 

In summary, the decision on the operating and capi- 
tal budget requests for 1963-65 will determine whether 
the University of Illinois will be equipped to do its part 
in meeting the state and national need for places for 
people and for increased production of professionals, 
both now and in the future. 


From this description of the financial requirements 
for its work, it is obvious that the University — because 
of its capacity to contribute to the urgent and complex 
tasks of our society — is thrust into the main stream of 
problems and issues affecting our state and national 
welfare, indeed of the international community. As a 
result, important new forces and interests appear for 
institutional exploration. 

Last year, on this occasion, I mentioned three: the 
social, economic, and educational problems arising from 

the new numbers in our population, the urbanizationjif 
our society, and the international dimension in our liv;. 

The priority topic for 1963 has to do with the may 
demands and influences which converge in the questin 
— how may we more directly and more effectively tra ;- 
late the research and professional resources of the U- 
versity into the practices of industry and business for ie 
strengthening of our economy? 

When the Director of the Office of Science a 
Technology, Dr. Jerome B. Wiesner, told the Cong: 
that the United States Government will put more mo 
into research and development in the current fiscal ym 
than it spent in the entire interval from the Americ'i 
Revolution through and including World War II, Jans 
B. Reston of the New York Times commented, I . 

"... while the politicians and diplomats are ta- 
ing endlessly about the same issues, . . . the sclents 
are rapidly changing the face of the nation and ic- 
ing wholly new relationships between Governmrt 
and industry, Government and the universities, ai 
even between one section of the country ai 

He might have added, to complete the triangle, "betwen. 
universities and business and industry." 

Several factors have greatly influenced the intensif|i 
scientific technological effort in the United States — ie 
need for weapons development in national defense; ie 
interest in space exploration; the demand for impro - 
ment in public health and medical science; and the ncd 
for private industry to expand profits, by better produ*';, 
larger markets, and increased efficiency, as a base :r 
economic growth. 

Government and industry have expanded reseaih 
and development in meeting these demands. In e 
year prior to World War II, $350,000,000 was the tcil 
expenditure for research and development in this cot- 
try. Sixteen billion dollars is the estimate for 1961, t^i- 
thirds from the Federal Government,® and $25 billiors 
estimated for 1970. 

A National Science Foundation report in HI 
phrased the challenge in these words: 

"New technology offers a prime source of &- 

nomic growth. Today, some industries derive mt 

of their business from products that did not ejt 

twenty years ago . . . 

"New weapons now originate in the laboratc, 

not in the arsenal ... ; 

"The expansion and wise use of technology vll 

'New York Times, August 1, 1962. ! 

' Shannon, Dr. James A., Director, National Institutesiif 
Health. Commencement Address, University of Illinois Medijil 
Center, Chicago, June 8, 1962. ) 

help us face the need for responsible leadership in a 
changing world."*" 

Now, in the Midwest, we are newly conscious of the 
comparative slow pace in the development of new in- 
dustries in this region — in aviation and electronics, for 
example. We have only recently become aware that 
many industries will spring from new scientific discover- 
ies in space and other fields. As a result, the question of 
' improvement of the interaction between universities and 
1 business and industry has suddenly taken a top place on 
I the agenda of government, business, and academic 
1 groups. 

In October of 1961, Governor Otto Kerner stated: 

"At a time when technological development is 
such a critical component of the new growth indus- 
i tries the importance of the scientific and research 
capabilities of our universities as a locational asset in 
the state's efforts to achieve a favorable rate of eco- 
nomic growth is increasingly significant. . . . 

"We need to give the most serious attention to 
mobilizing all the state's capabilities not only to ex- 
panding the number of jobs to employ our expanding 
population, but equally to insure that Illinois secures 
a favorable percentage of the highly desirable growth 
I industries that will lead the economy of the future." 

An example may be drawn from agriculture. Here, 
for nearly a century the Land-Grant universities have 
^dramatically demonstrated the enormous benefits of 
translating the ideas of the laboratory and classroom into 
laction in the field and home. The results, in an abun- 
ildant agriculture and enriched home life, are envied 
iaround the world. 

This "extension" idea has been encouraged in other 
university disciplines, but as commercial and industrial 
growth accelerated on their own account, the adaptation 
of the service to the individual commercial organization 
has not developed in the same pattern as in agriculture. 
University classes have been held for labor and manage- 
ment, the graduates in commerce, engineering, and busi- 
ness administration have been absorbed, faculty members 
have served as consultants, the services have been many 
and fruitful — but the need for a direct institutional 
bridge has not been evident until recently. 

Within the last two years, the University of Illinois 
has responded to the general question in a number of 
[ways — in an analysis of economic resources for the 
Illinois Revenue Study Commission, in a comprehensive 
itudy of the relationship of science and industrial devel- 
opment, for the Governor's Committee on Unemploy- 

""'Investing in Scientific Progress," NSF Report (NSF61- 
i7) 1961; pp. 6-7. 

ment; in a study of the growth of "research parks"; and 
in consultations with the State Board of Economic 
Development as that agency undertakes studies of the 
State's resources. The Office of Community Develop- 
ment is considering how to concentrate University re- 
sources from several disciplines upon urban problems. 

Still to be assessed are the measures to be undertaken 
by the Federal Government. The President has empha- 
sized the importance of increasing the quantity and 
quality of technically trained manpower as a means of 
increasing the efficiency and effectiveness of business and 
industry in strengthening the general economy. In these 
efforts, universities are thought of both as catalytic and 
as producing agents. 

In the months ahead, the University of Illinois will 
be expected to assess the implications of these several 
developments at state, regional, and national levels and 
to be prepared to deal quickly and effectively with the 
governmental and industrial programs which are in the 
making. Obviously, the response must be interdiscipli- 
nary and closely related to the University's unique re- 
source — advanced training and research competence, 
including the humanities and social sciences. 

The resolutions of the 1962 Faculty Conference vig- 
orously and cogently phrased the University's task on 
this front in these words: 

"The University must recognize the vital relation- 
ship between its development as a great university 
and the development of the State as a dynamic and 
growing community. This means the University must 
play an active role in helping society solve its prob- 
lems and thus contribute to state, national, and inter- 
national progress."** 


In facing the growth inherent in its role in the life 
of the State, the University will continue to stress excel- 
lence in all its work while meeting the demands for 
quantity. It will seek diversity without dilution of qual- 
ity. It will enlarge off -campus service but do so within 
the boundaries of the fundamental disciplines. It will 
work to advance research without neglect of the under- 
graduate. It will strive to improve efficiency in organiza- 
tion even in the midst of expansion. It will encourage 
the scholarly exploration of new ideas while teaching 
"the best that has been said and thought in the world" 
in the past. 

The University has planned well. It is in forward 
motion and is prepared to accelerate its pace; the people 
of Illinois will determine how fast, how far, how effec- 
tively as they measure their needs against its strength. 

" Faculty Letter No. 33, April 16, 1962. 


within a century, Illinois has changed from an un- 
fenced prairie to an agricultural wonderland, from an 
underdeveloped state to an industrial capital, from a col- 
lection of villages and small communities to an urban 
society. The formula for that achievement, as has been 
true throughout the United States, has been wide edu- 
cational opportunity, diversified advanced study, intel- 
lectual inquiry, application of research to the work of 

every day, and the freedom of people to devote their 
talents to work of their choice. 

It is history that the University has been a prime 
investment in human progress. The future record can 
be one of continuing dividends and undreamed of growth 
in the structure of human and social values. As a people, 
our choices, not our means, will be decisive in the ful- 
filment of that potential. 


\ > ^ V. <o > 



No. 50, January 23, 1963 

Assistant Secretary of Commerce to Be Convocation Speaker 

The University of Illinois will honor the seniors who 
will be graduating at the end of the first semester at a 
Convocation in the University Auditorium at 2:00 p.m., 
Sunday, January 27. While the Convocation is pri- 
marily for the graduating seniors, their families, and 
friends, it is open to the public, and faculty members 
are cordially invited to attend. 

The Convocation address will be given by the Hon- 
orable John Herbert Hollomon, Assistant Secretary of 
Commerce of the United States. Dr. Hollomon is a 
graduate of the Massachusetts Institute of Technology, 
where he also received the degree of Doctor of Philos- 


\Gifts and Grants Increase 


[: The University of Illinois received $5,335,163 in gifts 
rfrom private donors — an increase of nearly a half- 
iimillion dollars — during the fiscal year which ended 
ijune 30, 1962, President David D. Henry reported to 
jithe Board of Trustees on December 19, 1962. 
j This total was $497,168 more than the $4,837,995 
Ireceived last year. Gifts are reported in two categories 
[—$4,782,343 given to the University and $552,820 to 
the University of Illinois Foundation, 
i Overall the University received $27,048,962 in 
grants, contract funds from outside sources, and gifts 
in fiscal 1962 for an increase of $4,704,205 over the 
P22,344,757 reported last year. 

Greatest increase was noted in the amount received 
|)y the University in funds from the United States 
(jovernment for contract research and other services, 
'rhis year's total was $20,900,005 which was $4,274,778 
Greater than the $16,625,227 received in the previous 
'welve months. 

Funds from contracts with State of Illinois agencies 
mc anted to $813,793 during the year. 

ophy. Dr. Hollomon served on the faculty of Harvard 
University Graduate School of Engineering from 1941 
to 1942, and was an officer in the Army of the United 
States from 1942 to 1946. From 1946 until his appoint- 
ment as Assistant Secretary of Commerce, he was on the 
staff of the General Electric Research Laboratory of the 
General Electric Company, serving in various positions: 
as Research Associate, Assistant to the Manager of the 
Metallurgy Research Department, Manager of the 
Metallurgy and Ceramic Research Department, and in 
1960 became General ^lanager of the General Engi- 
neering Laboratory. vg§^ 







Funds from Private Donors 
To the University 

For Urbana-Champaign $ 3 972 889 28 

For Chicago Colleges 809 454 66 

(4 782 343 94) 
To University of Illinois Foundation. 552 820 00 

Total $ 5 335 163 94 

Funds from United States Government 

Total for Urbana-Champaign $17 895 115 53 

Total for Chicago Colleges 3 004 889 89 

Total $20 900 005 42 

Funds from Contracts with State 
of Illinois Agencies 

Total for Urbana-Champaign $ 686 897 31 

Total for Chicago Colleges 126 895 73 

Total $ 813 793 04 

Grand Total $27 048 962 40 


Compliance Report Required Under Nondiscrimination Provisions 
of U. S. Government Contracts 


On March 6, 1961, President John F. Kennedy is- 
sued Executive Order No. 10925 requiring that a 
provision be inserted in all United States Government 
contracts that the "Contractor will not discriminate be- 
tween any employee or applicant for employment be- 
cause of race, creed, color or national origin." The 
Order also requires that the Contractor submit informa- 
tion and reports as may be required by the President's 
Committee on Equal Employment Opportunity. 

Shortly thereafter, the Department of Defense, the 
Atomic Energy Commission, Public Health Service, and 
other Government agencies with which the University 
has many contracts all requested a Compliance Report 
from the University for the use of the Committee. Parts 
I and II of the report requested information concerning 
the policies and practices of the University in connection 
with employment. This information was submitted to 
the Committee on June 30, 1962. Part III of the Com- 
pliance Report requested certain personnel statistics 
which were not available because of the University's 

policy of not requiring information as to race, creed, or 
national origin in the application form and other per- 
sonnel records of employees. Accordingly, the informa- 
tion was not furnished. 

The Committee has again requested this informa- 
tion and since compliance with a Federal Order is 
indicated, notwithstanding a University policy which 
precludes carrying such information in its ofUcial rec- 
ords, it is necessary to direct the University officers 
involved to obtain this information from department 
heads who will make a head count to determine the 
number of negroes and other members of minority 
groups in their departments. This information will be 
submitted and included in the report without personal 
identification, and no specific information will be trans- 
ferred from the survey to the records of the individuals. 
The report containing information gathered under these 
conditions will then be submitted to the President's 

New International Accounting Center 

Establishment of a "Center for International Educa- 
tion and Research in Accounting" within the Depart- 
ment of Accountancy, College of Commerce and Business 
Administration, was approved by University of Illinois 
trustees on December 19, 1962. 

Their action will extend and formalize the Depart- 
ment's present work in accounting on an international 
scale. The Center will be permanently housed in the 
Department of Accountancy with staflF members serving 
its program. The Director of the Center will be Pro- 
fessor C. A. Moyer. 

Functions of the Center, first of its kind in an Amer- 
ican university, will include: international development 
of education and research in accounting discipline, pro- 
viding an international communication system in ac- 
counting education, initiation of accounting research 

programs of international interest, encouragement oi' 
foreign accounting faculty members and students to, 
come to the University of Illinois for study and research,; 
preparation of reports, booklets, and monographs, and' 
extension of the University's sponsorship of international 
conferences on accounting education. 

For many years groups of leading accountants from: 
foreign countries have been sent to the Department fon 
study and research. University teachers from various; 
European universities have likewise received advanced'; 
training at the University of Illinois College of Com-/ 
merce and Business Administration. i 

Recently, an international conference on accounting 
education, the first of its kind, was conducted by the 
Department and attracted leading accounting educators 
and professional accountants from all parts of the world. 

Presidents Report on Selected Topics of Current Interest 




Significant increases in the number of high-ranking 
students who enrolled as freshmen at the Urbana- 

Champaign campus in September, 1962, are reported 
by Dean C. W. Sanford, Admissions and Records. 

Of 4,504 admitted, there were 672 from the tof 
5 per cent of high school classes, including 157 valedic- 


' torians, a percentage increase of .6 and a total of 14.9 
I per cent of all new freshmen. From the top 10 per cent 
1 were 1,214, a percentage increase of 1.28 and a total 
1 of 26.95 per cent of the class. 

The following table comparing the quartile rankings 

of new freshmen in 1962 with those of five and ten years 
f ago indicates the overall increase in students who had 

better qualifications on the basis of high school records: 

Year ^""^^^ 12 3 4 

^^^^ Number i ^ -3 ^ 

1953 2,995 46.78 27.95 17.09 8.18 

1958 3,651 49.32 30.19 14.68 5.81 

1962 4,504 55.93 29.45 11.48 3.14 


The University Retirement System of Illinois, which 
encompasses em.ployees of six universities, three State 
Surveys, and associated organizations, had 13,963 par- 
ticipants in the last fiscal year, the System's annual re- 
port shows. 

Income in the System was $12,968,022 during the 
year, and assets now total $62,104,132. Annuities were 
being paid to 1,158 persons as of August 31, 1962. 

Included in the University Retirement System of 
Illinois are employees of University of Illinois, Illinois 
State Normal, Eastern Illinois, Northern Illinois, South- 
ern Illinois and Western Illinois Universities, the State 
Geological, Natural History, and Water Surveys. 


Student activities on the University's three campuses 

I expended nearly a million dollars last year, the annual 

financial report for the fiscal year ending June 30, 1962, 

; indicates. All funds are derived from operation of ac- 

|, tivities by students and from dues. This sum does not 

include athletics, or social fraternities and sororities. 

j Total expenditures of $969,036 were made during the 

I year by the University Concert and Entertainment 

Board, University Theatre, Illini Publishing Company, 

356 organizations in the Student Organizations Fund at 

Urbana-Champaign, 109 organizations at the Medical 

i Center, and 68 organizations at the Chicago Undergrad- 

; uate Division. 



Governor Otto Kerner cited the University of Illinois 

; for its part in the preparation of the Illinois Plan for 

Program Development for Gifted Children which the 

I Governor hopes will be inaugurated in the next bien- 

[ nium. 

, In a speech in Springfield January 4, Governor 
; Kerner said: "I should like to extend the thanks of the 
I State government to the University of Illinois for gener- 
ous cooperation in the work of the Special Study Project. 

The University provided space for the headquarters of 
the project, made the services of the general administra- 
tive offices of the University available, provided consul- 
tation with faculty members of the College of Educa- 
tion, including University High School and the Institute 
for Research on Exceptional Children. 

"The agreement between the University and the 
Superintendent of Public Instruction to permit David 
Jackson and William Rogge to serve as the staff mem- 
bers of the project helped ensure the successful comple- 
tion of the Special Study Project." 

Professor Jackson, Principal of University High 
School, served as coordinator for the project, and Mr. 
Rogge, research associate in the College of Education, 
as research consultant. Professor James J. Gallagher, 
College of Education and Institute for Research on Ex- 
ceptional Children, was a member of the project ad- 
visory committee. 


A new $285,000 climate-controlled greenhouse to be 
constructed at the University's Drug and Horticulture 
Experimental Station at Lisle, Illinois will materially 
increase research on plants which furnish medicinal 
products and provide a world reference center for plants 
which possess therapeutic or toxicological interest. 

Construction cost will be met by a grant of $100,000 
from the National Institutes of Health and University 
funds. Dr. Ralph F. Voigt, head of the Department of 
Pharmacognosy and Pharmacology at the College of 
Pharmacy, is director of the facilities at Lisle. 


The University of Illinois will join other universities 
and a number of civic and industrial organizations in 
sponsorship of the Midwest-Chicago Space Month April 
9 to May 9. A highlight will be the Third National 
Conference on the Peaceful Uses of Space in Chicago 
beginning May 1. 

Colleges and departments of the University are now 
engaged in an inventory of the total space effort both 
in educational programs and in research. Other pro- 
grams are being formulated and will be announced later. 


Members of the Chicago area, University of Illinois 
Citizens Committee, will meet January 29 in the LaSalle 
Hotel, Chicago, to hear the status of United States 
scientific efforts and progress of correlated research and 
development programs on the campuses. 

Professor Frederick Seitz, President of the National 
Academy of Sciences and Head of the Department of 
Physics, will report on the status of the nation's scientific 

efforts and Executive Vice-President Lyle H. Lanier will 
discuss on-campus work. 

Major Lenox R. Lohr, chairman of the statewide 
citizens group, will preside at the meeting. 


Professor William G. Carnes, Department of Land- 
scape Architecture, received December 17 the highest 
honor of the United States Department of the Interior, 
its Distinguished Service Award, presented to him in 
Washington by Secretary of the Interior Stewart L. 

The award recognized 31 years with the National 
Park Service and "an illustrious record of achievements 
in administrative management and design and construc- 

Professor Carnes joined the University of Illinois 
faculty following his retirement as Deputy Assistant 
Director of the National Park Service last August. 


Dr. George G. Jackson, professor of medicine at the 
College of Medicine in Chicago, has been appointed to 
the Board of Scientific Counselors of the National Insti- 
tute of Allergy and Infectious Diseases. Dr. Jackson is 
widely known for research in the field of the common 
cold and infectious diseases. 

The Board of Scientific Counselors is advisory to thej 
National Institutes of Health of the United States De- 
partment of Health, Education, and Welfare. 


Professor Donald W. Paden, Department of Econom- 
ics, has been notified that he will receive an award from) 
the Calvin K. Kazanjian Foundation in its Program for 
the Teaching of Economics. 

Formal announcement will be made February 18 in 
Atlantic City at a meeting of the Joint Council on 
Economic Education and the American Association of 
School Administrators. 

The notification to Professor Paden of the cash 
award of $250 and a certificate said: "We are gratified 
by this evidence of your outstanding capacity in the 
teaching of economics and are confident your efforts 
will contribute to a significant improvement of economic 
education throughout the nation." 


Professor Wayne N. Thompson, in charge of instruc- 
tion in speech at the Chicago Undergraduate Division, 
has been named editor through 1964 of Speech Mono- 
graphs, research publication of the Speech Association 
of America. 







MAR 1 1 ^963 



No. 51, February 7, 1963 

Report of the Committee on Tear-Round Operation of the University 

The following report will be referred by the Provost 
to the Committees on Educational Policy of the Urbana- 
Champaign and Chicago Undergraduate Division Sen- 
ates for their consideration. Concurrently, it is being 
submitted to the deans of the colleges on these campuses 
with the request that the deans encourage discussion of 
the report at departmental level and submit reports to 
the President. The President, as Chairman of each of the 
Senates, will then transmit the reports to the Educa- 
tional Policy Committees of the two Senates for their 

The report is also being referred to the Vice-President 
for the Medical Center campus, although the Committee 
assumed in its report that the plan recommended would 
not be applicable to that campus. 

On March 27, 1962, the Executive Vice-President 
and Provost of the University of Illinois appointed a 
Committee on Year-Round Operation of the University 
and gave it the following charge. 

"I am appointing you as members of a special 
committee to study the general problem of year- 
round operation of the University. Assuming that 
conditions within the State may well require such 
! operation, say by 1964 or 1965, you are asked to con- 
I sider the various possibilities for a revision of our 
present calendar and to recommend a plan that can 
' be submitted to the Senates at Navy Pier and at 
1 Urbana-Champaign for action during the second 
I semester of 1962-63. Since the colleges at the Medi- 
cal Center are now on the quarter system — and in 
j part already on a year-round basis — that campus 
would not be involved in the revised calendar for the 
j undergraduate colleges. 

I "The Committee should feel free to consider the 

! question of the desirability of year-round operation, 
I and to express its views concerning the considerations 
I that should govern a decision to undertake such a 
I program. Furthermore, the Committee might indi- 
[ cate the conditions it would consider to be essential 
to the effective operation of the University on a 
year-round basis." 

After a series of meetings, ranging in length from two 
hours to a full day, an analysis of reports and develop- 
ments at other institutions, and discussions with various 
individuals at the University of Illinois plus representa- 
tives from the University of Michigan and the Ohio 
State University, the Committee respectfully submits the 
following report. 


Nomenclature is often misleading. Year-round oper- 
ation conjures up images of the Navy V-12 Program 
and the exhaustion of both the teacher and the taught 
during World War II and immediately following. This 
is not what year-round operation means as the term is 
used in this report. We are dealing with year-round 
operation of the University facilities, not year-round 
operation of the individual. This point is crucial to an 
understanding of the proposals made by the Committee. 

The Committee on Year-Round Operation of the 
University might better be called the Committee on 
More Intensive Use of University Facilities. The Uni- 
versity is already on a kind of year-round operation in 
many areas, particularly in the Graduate College and in 
the scientific fields where laboratories are in use through- 
out the summer months. The emphasis on graduate 
work and the steady growth of the Graduate College (a 
growth rate of fifteen per cent per year in graduate 
enrollment has been in evidence for the past several years 
at the Urbana campus) is consistent with the recom- 
mendations of the University Study Committee on 
Future Programs. That Committee suggested that the 
University enrollment be guided toward a 2-3-2 ratio 
between the lower undergraduate (freshmen, sopho- 
more), upper undergraduate (junior, senior), and grad- 
uate levels. It is self-evident that in many departments 
graduate work is a year-round matter regardless of the 
calendar on which the institution is operating. Research, 
whether in laboratory or library, does not take a recess 
when regular classes cease to be scheduled. In fact, the 
relevant areas of the University are already in full 


It should be clear at the outset, then, that calendar 
changes will have a greater effect on the undergraduate 
operations of the University than on those at the grad- 
uate level. Since most instruction during the first four 
years occurs in regularly scheduled classes, it is apparent 
that more intensive use of facilities is possible under 
some plan other than the present two semesters plus an 
eight-week summer session. The crucial question is 
whether such increased use is desirable, even though 
possible. IJThe current, nation-wide drive for so-called 
year-round operation stems from several pressures but 
the two principal ones are: (1) society's need for an 
increased supply of trained manpower, which need can 
be fulfilled at a faster rate by acceleration of the aca- 
demic program, and (2) provision for the admission of 
larger numbers of students without the necessity for a 
proportionate increase in university facilities. 

Both of these piessures are present-day realities and 
cannot be ignored, but it should not be anticipated 
that they can be resolved by mere changes in the aca- 
demic calendar. Calendar tinkering will not provide 
more teachers (and more will be needed under any 
plan), more classrooms and laboratories (and more will 
be needed whether we have two, three, or four terms), 
or more offices to house the additional staff. Nor should 
a calendar change be viewed as a device for increasing 
faculty salaries, although it may offer additional em- 
ployment opportunities by expanded operation during 
the summer months. This, however, would be extra pay 
for extra work and would not improve the professorial 
salary scale vis-a-vis other segments of society. More- 
over, to the extent that a calendar change encourages 
the professor to spend virtually full time in classroom 
activity it will run counter to the traditional wisdom that 
opportunity must be provided for individual research, 
writing, travel, reflection, and a recharging of the intel- 
lectual batteries. These truisms are mentioned because 
some calendar plans are presented as if they were 
panaceas for many of the ills of academia and as if they 
were revolutionary approaches to the problems of ac- 
celeration and expanding enrollment pressures. 

No one knows whether acceleration is a desirable 
educational goal in and of itself. Plausible arguments 
have been advanced on either side of the issue but, given 
the present state of knowledge, the desirability of ac- 
celeration is a matter of personal judgment on which 
reasonable minds will differ. It is the consensus of this 
Committee that acceleration alone is not a sufficient jus- 
tification for altering a basically satisfactory calendar. 
Acceleration is a highly personal matter: it may be 
desirable and financially possible for some students; it 
may be undesirable and financially impossible for other 
students; etc. It is not necessary that the University 
commit itself to a program which requires, or even urges, 
a student to complete four years of education in three 
years time. It is desirable, however, that the institution 
make it possible for the student to achieve a greater 

degree of acceleration if this fits his particular needs. 

While acceleration alone is not a sufficient justifica- 
tion for calendar revision, the impact of increasing num- 
bers of students on limited facilities is another matter. 
To the extent that classrooms, laboratories, dormitories, 
etc. are idle during the summer months there will be 
irresistible pressure to bring the University into more 
intensive operation. The University should provide 
leadership in making its facilities available for expanded 
operation by adopting a plan which will not endanger 
the cherished values of American higher education. The 
exact date at which such increased utilization will be- 
come necessary cannot be ascertained by this Committee, 
but the enrollment projections are such that the time 
cannot be far in the future. The decision as to when a 
new calendar must be put into effect should be made 
by the Administration, with Senate approval, and this 
report deals solely with the nature of a new program 
of expanded operation and with the conditions precedent 
to its adoption. 

Educational calendars are as various as the ingenuity 
of educators, ranging from the traditional two semesters 
(used in 75 per cent of American institutions) to a pro- 
posed quinary plan dividing the year into five eight-week 
terms, plus a summer session (used in per cent of the 
institutions). Ignoring the minute gradations, the basic 
plans are: (1) two terms (semesters) plus a separate 
summer session; (2) three terms (misnamed trimesters) ; 

(3) four terms (quarters) with the summer term usu- 
ally being treated as a separate summer session; or 

(4) some variation of these basic plans, such as an ex- 
tended summer term or a split third term during the 
summer. Any one of these basic plans is workable as 
proved by the best evidence rule, i.e., each one is in 
more or less successful operation at some institutions of 
higher learning. It follows that a strong case could be 
made for any one of them. The issue is: which one 
best suits the genius of this University? 

While the Committee has no serious quarrel with 
the present calendar and while it appears to reflect the 
general faculty sentiment up to this time, the Committee 
is convinced that it will cease to be a viable option in 
the near future. However, since the key issue is more 
intensive use of University facilities it is pertinent to 
inquire as to the effective time utilization involved in 
each basic plan. In terms of lapsed time (exclusive of 
in-term vacation) from the beginning to the end of the 
session, this breaks down roughly as follows for each of 
the preceding plans: 

(1) two 16'/2-week terms plus one 8-week 

summer session 41 weeks 

(2) three 15!/2-week terms 46V2 weeks 

(3) four 11-week quarters 44 weeks 

(4) two 15-week terms plus two 7'/2-week 

summer sessions 45 weeks 

(Number 4 is used as one example of a variation.) 

None of the operational (or proposed) calendars of- 
fer more than forty-four to forty-six and one-half weeks 
of operation during the year. All admit that the remain- 
ing time is necessary for vacations, holidays, plant re- 
habilitation, freshman week activities, etc. It is thus 
apparent that in considering calendar change we are 
contemplating adding four to five and one-half weeks to 
the current operation of the University of Illinois, assum- 
ing that we treat the present eight-week summer session 
as an integral part of the University program. 

Another way of illustrating the effective time utiliza- 
tion involved in the present calendar, as opposed to a 
three term calendar, is shown in the Appendix at IV. 
It shows the weeks of actual instruction (rather than 
lapsed time) and the periods devoted to registration and 
examination for the academic year 1963-1964. Note that 
by this analysis, five weeks and three days of actual in- 
structional time would be gained over the present calen- 
dar by the adoption of a three term plan, if changes were 
made in the time devoted to registration. 


As a matter of educational policy, the present cal- 
endar, although it is not perfect {e.g., there is consider- 
able feeling that the post-Christmas session of the first 
1 semester is an uneconomic use of available time), seems 
i as well adapted as any other to the needs of higher edu- 
: cation. The overwhelming preference for the semester 
system in this country is a persuasive argument against 
any intrinsic superiority of the quarter system. Starting 
from a semester base, the Committee makes the follow- 
1 ing recommendations for calendar change. 

I A. When the University deems it necessary to adopt 

\a different calendar allowing more intensive use of facil- 
ities, the Committee recommends that change which 
most nearly retains the advantages of the present system 
and which is most likely to represent the pattern of 

j growth for American higher education. 

I The Committee does not favor change for the sake 
of change and does not believe that a radically different 

I, system should be adopted for the catalytic effect of forc- 

l ing a re-examination of present courses, curricula, and 
methods. Finding no provable, intrinsic difference in 
the merits of the two basic systems (semester and quar- 
ter), the Committee would be reluctant to see the 
University involved in a chaotic period of transfer to the 
quarter system and in the lost academic time occasioned 

j by an additional period of examinations, registration, etc. 

{ There is real merit to some uniformity of academic cal- 
endars, not only among universities, but also between 
the high school and the college. Since 75 per cent of the 
universities and most high schools are on the semester 
system, it seems probable that the trend will be based on 
, a retention of the semester pattern. 

I B. The University of Illinois should adopt as its goal 
for year-round operation a three term plan based on the 

present semester system, modified as necessary in order to 
accommodate three approximately equal terms a year. 

The key word in this recommendation is goal. An 
immediate move to a three term plan is neither neces- 
sary nor desirable. Enrollment pressures should be con- 
tained by increased admission standards so that the Uni- 
versity can move in the direction recommended by the 
University Study Committee on Future Programs. As 
stated earlier, some graduate areas of the University are 
already on a kind of year-round operation and every 
effort should be made to upgrade the quality of the 
undergraduate student before the University decides to 
embark on true year-round operation at the undergrad- 
uate level. However, since the Committee believes that 
more intensive use of facilities is inevitable at some 
future date the University should decide now that the 
direction of growth will be toward three terms per year. 

C. There should be no change from the present aca- 
demic calendar until certain conditions precedent to suc- 
cessful operation of a more intensive program are fully 

Year-round operation of the University cannot be 
accomplished by a mere change in the academic cal- 
endar. It must be preceded by other changes and com- 
mitments if it is to succeed. The principal conditions 
precedent are as follows. 

( 1 ) A system of registration must be developed which 
will reduce materially the time now spent on this aca- 
demically sterile activity. No system of year-round oper- 
ation can succeed until this area of "lost time" is brought 
under control. 

(2) Assurance must be given to the faculty that the 
change will not result in reduced remuneration or wors- 
ened conditions of employment. In essence, this means 
that the present nine month's contract for two semesters 
of service must be retained. When the present instruc- 
tional time is reduced by three or four days per semester 
and other professional activities are reorganized in order 
to accommodate a three term calendar the academic year 
contract must continue on its present basis. The faculty 
must be assured that year-round operation of facilities 
does not mean year-round operation of the individual, 
and no one should be required to teach more than two 
terms a year. Remuneration for the third term must be 
on the same basis as for the other two so that the present 
salary scale for the eight-week summer session is unim- 
paired. Safeguards should be developed to prevent an 
individual from teaching "round the clock" even if he so 
desires. For example, normally a faculty member should 
not be allowed to teach more than two and one-half 
terms a year and, in those special cases where three suc- 
cessive full terms are permitted, the individual should 
be limited to not more than five terms in any two-year 

(3) A full third term should not be inserted into the 
calendar until sufficient funds are available to pay for it 


at the current level of operations, until an adequate staff 
is assembled to handle the program without any decrease 
in present standards, and until the pressure of student 
demand makes it clear that such a term is required. 
Year-round operation must not be viewed as an economy 
measure or undertaken as a publicity device to promote 
the image of the University. It should ultimately allow 
the institution to educate more students with the same 
facilities and thus lead to more efficient utilization of 
plant, but this is a matter of the relative rate of increased 
expenditure, not an economy measure as such. The col- 
leges and departments should be asked to estimate the 
increased staff and costs involved in year-round opera- 
tion and only when these requirements are met should 
the full third term be added. 

(4) The growth toward a full third term should be 
gradual and flexible with variations allowed in specific 
areas for good cause shown. In a complex "multiversity" 
not all departments and colleges have the same need for 
year-round operation. Each unit should be asked to 
study its peculiar problems, and pilot projects may need 
to be tried as the institution moves toward a full third 
term. Some colleges may wish to move to three terms 
fairly soon, others may require a more leisurely develop- 
ment. Of course, certain basic areas must move to an 
expanded program before others can do so and this will 
have to be coordinated at the University level, but, inso- 
far as possible, flexibility should be maintained so that 
errors can be corrected and educational policy can be 
served in the shift to a new calendar. The important 
consideration is that the basic two terms be substantially 
identical across the campus and that the experimentation 
occur as to the full third term. It should be noted that 
the Chicago Undergraduate Division is now on a slightly 
different calendar than the Urbana campus and this 
differential may need to be retained at Congress Circle. 

(5) The shift to three term operation should be pre- 
ceded by the widest possible faculty and administrative 
discussion. While unanimity of opinion is impossible, 
even if desirable, there should be an effort to secure a 
University consensus for the new program so that it will 
have wholehearted support at all levels. Senate approval 
will, of course, be required since this is a matter of edu- 
cational policy. 

(6) The University should appoint a coordinator for 
the shift from the present two semesters plus a summer 
session to a three term plan. As the previous recom- 
mendations indicate, there are numerous conditions, con- 
siderations, and experiments involved in moving a com- 
plex institution toward a true program of year-round 
operation. The University of Michigan, which has 
adopted a plan similar to that which the Committee is 
recommending, has found it necessary to appoint an 
administrative officer on a half-time basis to coordinate 
all aspects of the shift to a three term plan. As one 
example of what might be done, the University could 
establish a pilot project in year-round operation by ad- 


mitting for the second term, say, two thousand students Hi 
who might have been denied admission in the first term ; 
due to lack of facilities. This could be accomplished 
because of the space made available by the normal attri- 
tion during the first semester. A full third term for these 
students could then be developed along the lines out- 
lined in subsequent recommendations and the feasibility 
of the new plan could be tested before it is put into 
operation for the entire University. 

D. In conjunction with the pilot project mentioned \ 
above, the first step in actual calendar change could be 
a slightly shortened first term that ends before Christmas, 
a traditional length second term ending about the middle 
of May, and an integrated third term of eight weeks, i 
replacing the present summer session. 

This change would set the stage for further experi- \ 
mentation with a full third term and would accustom \ 
the University to the new plan of operation. Classes for 
the first term could begin about September 1 with the 
orientation, advisement, and registration occurring prior [ 
to that date. With a "long weekend" for Thanksgiving, t 
the term could be ended about December 20 by shorten- ■ 
ing the present semester by approximately one week. 
Standing alone this change would have the merit of elim- 
inating the present lost time due to the post-Christmas 
session. Its principal purpose, however, would be to 
move toward the insertion of a full third term. With 
this type of first term, the second term could be kept at 
its present length until the final step of year-round oper- 
ation is taken, when it too would have to be reduced ; 
slightly. The present University summer session is more 
or less on an integrated basis now but it should be up- ', 
graded so that it is treated as an integral part of the 
program of each college. It should be viewed not as a 
summer session but as a half term and the courses offered ' 
should be integrated carefully with the regular curric- ^ 
ulum so that a student could make normal progress to- 
ward a degree. The budget for this third term should be 
a part of the college or departmental budget, and the, 
control should be vested in the educational unit rather 
than in a director of the summer session. In all respects, 
the half third term should be viewed as a part of the 
regular program, i.e., the pay should be on the equivalent 
basis, teaching in the term should count toward sabbati- 
cal leave, etc. Again, the purpose is to prepare the way 
for a full third term, equivalent in all respects to the 
present two semesters. 

The present summer session which would eventually 
become the last half of the third term should be timed to 
begin at least a week later than at present. This would 
allow time for installation of the first half of the third 
term. If this were done immediately, it would also in- 
crease the usefulness of the present summer session since 
it would then be possible for teachers from the Chicago 
area to attend. 

E. The final step in calendar change should be the 
insertion of a full third term, beginning about the middle 

of May and ending late in August. This term should be 
I offered in two parts so that the student could elect to 
attend all or one-half of the term. 

Previous recommendations have covered the steps 
which should precede this final stage, but it should be 
clear that this is the ultimate goal and that the Univer- 
■ sity should move toward it with all deliberate speed. The 
third term, like the first two, would have to be shortened 
slightly so that the one-half terms will be seven and one- 
ihalf weeks rather than the present eight weeks. The 
i exact length of these terms will vary with the calendar 
land with the ability of the University to increase still 
further the efficiency of various "housekeeping" aspects 
of the program. If the Committee is correct and this is 
the direction of growth of most institutions of higher 
S learning, various modifications can be foreseen over the 
j years. Thus, it might be possible to split the first and 
[second terms as well as the third term and further flex- 
'ibility could be introduced into the program. The im- 
iportant point now is to make a decision as to the goal 
lin mind so that all phases of University life can be 
iplanned accordingly. Two examples come immediately 
to mind. The building committee should plan for offices, 
.classrooms, and laboratories with a view to three term 
[operation instead of the present plan, and the student 
[activities and housing should begin to think in terms of 
tyear-round operation instead of mid-September to mid- 
ijune, with a summer lull. 

F. // the three term plan proves to be unfeasible due 
to the impracticability of complying with the conditions 
iprecedent to its successful operation, the University 
\should retain the present two semesters system (perhaps 
imoving the first semester forward so that it can end at 
\Christmas) and achieve more intensive use of facilities 
>py inserting a twelve-week summer session plus an eight- 
week one, designed principally for teachers. 

This alternative proposal will provide acceleration 
or those who desire it. A student can complete the 
standard four years of work for a bachelor's degree in 
mree calendar years by continuous attendance (six se- 
pesters plus three summer sessions) just as he can under 
[he three term plan. The University would achieve ap- 
broximately the same degree of year-round operation 
j 45 weeks a year) as under the previous plan. 

It is true that the University tried a twelve-week 
ummer session in 1961 without conspicuous success, but 
'hat may have been because the time was not yet ripe 
ior such a program. The key to this proposal is an 
Integrated summer term. The courses should be planned 
jiy the college or department so that a student would 
jiave a wide choice of offerings and could make normal 
'•rogress toward a degree. They should be geared with 
!he second term entrant in mind so that the University 
(Ould deny fall admission to some students, when the 
pressure of numbers becomes too great, and allow them 
b enter a semester later when the normal dropout oc- 
urs. These delayed entrants could then make reasonable 



progress toward a degree with a minimum of time loss. 

An eight-week summer session would have to be re- 
tained to meet the needs of the school teachers, and it 
should be timed to begin one week later than the present 
summer term in order to accommodate the Chicago 

This calendar could be put into operation without 
any alteration of the present program, other than the 
insertion of the twelve-week session between the June 
commencement and the fall registration. However, be- 
cause of the dissatisfaction with the post-Christmas pe- 
riod and in order to pave the way for easier transition to 
the three term plan, it would be possible to start the 
fall semester the last week in August and complete the 
term prior to Christmas. The second semester could then 
begin in early January and finish in early May. The 
summer session would thus encompass May, June, and 
July, leaving most of August free before starting the fall 
term. This latter suggestion would make difficult an 
eight-week session for teachers unless it were handled on 
a different time schedule. 


It seems reasonable to conclude that if American 
society today were essentially what it was prior to 1940, 
there would be no impetus toward year-round operation 
in the colleges and universities. The Committee does not 
have the burden of proving the almost revolutionary 
transition in the tempo of modern life. The population 
explosion plus the desire and necessity for a college edu- 
cation and, in increasing degree, graduate study, have 
made it essential that the universities provide the maxi- 
mum opportunities with the facilities available. One 
important aspect of the challenge to educational leader- 
ship is discussed in this report. The Committee believes 
that more intensive use of the facilities at the University 
of Illinois is both necessary and desirable. Providing the 
conditions precedent set forth in Recommendation C 
can be met, a three term plan of operation should meet 
the obligations of the University without disturbing the 
cherished values and interests of academic life. 
Respectfully submitted, 
Hollis W. Barber 
Herbert E. Carter 
Edward C. Jordan 
Robert A. Jungmann, Secretary 
Charles A. Knudson 
Frank B. Lanham 
Van Miller 

William A. Nelswanger 
James R. Shipley 
John E. Cribbet, Chairman 


The following calendars illustrate the pattern of year- 
round operation suggested by the three term plan. The 
first one is the present calendar for 1962-1963, the second 
is a three term calendar adapted to 1962-1963, the third 

is a tabulation showing possible dates of starting and 
closing for various years, depending on the day of the 
week upon which Christmas falls in a normal 365-day 
year. Leap year will add an extra day to the third term. 
The fourth set of calendars illustrates the current cal- 
endar for 1963-1964 and a possible three term calendar 
for the same period. 

The illustrative three term calendar for 1963-1964 
calls for 14 weeks, one day of actual instructional time, 
as opposed to 14 weeks, four or five days of similar time 
in the present calendar. It is based on allowing only 
two days for registration, an impossibility at the present 
time. Several variations on the three term theme are 
feasible, depending on the number of days of recess 
within and between terms, time given to semester exami- 
nations, etc. Moreover, the Easter recess presents a 
considerable problem in the second term because it fre- 
quently comes too near the end of the period to be a 
useful vacation. 

These calendars are presented for illustrative pur- 
poses only and are not intended as proposed calendars 
for actual operation. The latter would have to be 
prepared and adopted through the normal University 

I. Present Calendar for 1962-1963 

First Semester 

Sundries Sept. 2 

Registration Sept. 1 1-15 

Instruction begins Sept. 17 

Thanksgiving Nov. 21-Nov. 26 

Christmas Dec. 20-Jan. 3 

Exams Jan. 17-Jan. 25 

Second Semester 

Sundries Jan. 29 

Registration Feb. 4-Feb. 7 

Instruction begins Feb. 8 

Spring vacation April 6-April 15 

Exams May 31-June 8 

Summer Session (8 week) 

Registration June 1 7 

Instruction begins June 18 

Exams Aug. 9-Aug. 10 

II. Possible Three Term Calendar for 1962-1963 

First Term 

Sundries and registration Prior to Aug. 29 

Instruction begins Aug. 29 

Thanksgiving Nov. 21-Nov. 26 

Instruction ends Dec. 19 

Second Term 

Sundries and registration Prior to Jan. 7 

Instruction begins Jan. 7 

Spring vacation March 4-March Ho 

April 8-April 15 
Instruction ends May 1 I 

Third Term 

Sundries and registration Prior to May 6 '.[ 

Instruction begins May 6 ij 

Instruction ends Aug. 21 J 

(Split — first half — May 6-June 26 ) ;l 

( second half — July 1-Aug. 21) '^ 

III. Three Term Calendar for Various Weeks 

Day of Week on Which Christmas Falls 
Thurs. Wed. Tues. Mon. 




Labor Day Sept. 1 

First Term Begins Wed. 

Aug. 27 

Ends Wed. 

Dec. 17 

Second Term Begins Mon. 

Jan. 5 

Ends Wed. 

Apr. 29 

Spring Term Begins Mon. 

May 4 

First Half Ends Wed. 

June 24 

Second Half Begins Mon. 

June 29 

Ends Wed. 

Aug. 19 

Sept. 2 

Sept. 3 

Sept. 4 

Sept. 5 





Aug. 28 

Aug. 29 

Aug. 30 

Aug. 29 





Dec. 18 

Dec. 19 

Dec. 20 

Dec. 17 





Jan. 6 

Jan. 7 

Jan. 8 

Jan. 4 





Apr. 30 

May 1 

May 2 

Apr. 29 





May 5 

May 6 

May 7 

May 3 





June 25 

June 26 

June 27 

June 24 





June 30 


July 2 

June 28 





Aug. 20 

Aug. 21 

Aug. 22 

Aug. 19 

Sept. 6 

Aug. 30 

Dec. 18 

Jan. 5 

Apr. 30 

May 4 

June 25 

June 29 

Aug. 20 

Sept. 7 ' 

Aug. 31 

Dec. 19 

Wed. : 
Jan. 6 

May 1 

May 5 . 

June 26 

June 30 

Aug. 21j 

IV. Illusfrative Calendars for 1963-1964 



M T W T F S 
2 3 4 5 6 7 

16 17 18 19 20 21 
23 24 25 26 27 28 


5 M T W T F S 
.... 1 2 3 4 5 

6 7 8 9 10 11 12 
13 14 15 16 17 18 19 
20 21 22 23 24 25 26 
27 28 29 30 31 .. .. 


S M T W T F S 
1 2 

3 4 5 6 7 8 9 

10 11 12 13 14 15 16 

7 18 19 20 21 22 23 

24 25 26 27* 28 29 30 


S M T W T F S 

1 2. 3 4 5 6 7 

8 9 10 11 12 13 14 

IS 16 17 18 19 20 21t 

22 23 24 25 26 27 28 

29 30 31 


S M T W T F S 


2 3 4 5 6 7 8 

9 10 11 12 13 14 15 

16 17 18 19 20 21 22 

23 24 25 26 27 28 29 


S M T W T F S 

12 3 4 5 6 7 

8 9 10 11 12 13 14 

15 16 17 18 19 20 21 

22 23 24 25 26 27 28t 

29 30 31 


S M T W T F S 

1 2 3 4 

5 6* 7 8 9 10 11 

12 13 14 15 16 17 18 

19 20 21 22 23 24 25 

26 27 28 29 30 . . . . 


S M T W T F S 

1 2 3 4 

5 6 7 8 9 10 11 

12 13 14 15 16 17 18 

19 20 21 22 23 24 25 

26 27 28 29 30 31 


S M T W T F S 


2 3 4 5 6 ^^H 

9 10 11 12 13 14 15 

16 17 18 19 20 21 22 

23 24 25 26 27 28 29 

30 31 



(Days in Black) 
Weeks of Instruction 



Semester Examinations 



1 DAY 







; 1 p.m. t Noon 






S M T W T F S 
1 2 3 

4 5 6 7 8 9 10 

11 12 13 14 15 16 17 

18 19 20 21 22 23 24 

25 26 27 A A 30 31 


S M T W T F S 

1 2 3 4 5 6 7 

8 9 10 11 12 13 14 

15 16 17 18 19 20 21 

22 23 24 25 26 27 28 

29 30 


5 M T W T F S 
.... 1 2 3 4 5 

6 7 8 9 10 11 12 
13 14 15 16 17 18 19 
20 21 22 23 24 25 26 
27 28 29 30 31 . . . . 


S M T W T F Si 
1 21 

3 4 5 6 7 8 9 

10 11 12 13 14 15 16 

17 18 19 20 21 22 23 

24 25 26 27* 28 29 30! 

22 23 24 25 26 27 28 
29 30 31 


S M T W T F S 
1 2 

5 6 7 8 9 10 11 

12 13 14 15 16 17 18 

19 20 21 22 23 24 25 

26 27 28 29 30 31 


S M T W T F S 


2 3 4 5 6 7 8 

9 10 11 12 13 14 15 

16 17 18 19 20 21 22 

23 24 25 26 27 28 29 


S M T W T F s| 

1 2 3 4 5 6 7 

8 9 10 11 12 13 14 

15 16 17 18 19 20 21 

22 23 24 25 26 27 28 

29 30 31 


S M T W T F S 
1 2 

3 4 ^^ 7 8 9 

10 11 12 13 14 15 16 

17 18 19 20 21 22 23 

24 25 26 27 28 29 30 



S M T W T F s' 
1 2 3 4 

5 6 7 8 9 10 It 

12 13 14 15 16 17 U 

19 20 21 22 23 24 2i 

26 27 28 29 30 31 .! 


(Days in Black) 
Weeks of Instruction 



Semester Examinations 


14 WEEKS, 1 DAY 
14 WEEKS, 1 DAY 




1 DAY 





* 1 p.m. t Noon 


' 1 WEEK, 1 DAY 






! Committees Report on University Parking 


No. 52, February 20, 1963 

MAR ^/ 1SS3 

, I 

The University Campus Planning and Motor Vehicle Reg- 
ulations Committees received over one hundred and fifty 
letters and suggestions for the development of a parking plan 
for the Urbana-Champaign campus of the University. The 
Committees were also furnished with the results of the ques- 
tionnaire which was circulated by the American Association 
;of University Professors. These proposals and criticisms were 
given careful consideration in a series of meetings. All mem- 
bers would agree that it would be a most satisfactory solution 
if the University could provide adequate parking from state 
or other institutional funds. However, the Committees were 
forced to conclude that state funds would not be available, 
nor would it be possible to use a part of salary appropriations 
for this purpose. The Committees also agree that it would 
be desirable if adequate parking space could be provided ad- 
jacent to each new building constructed on the campus. How- 
jever, other considerations in planning building sites lead to 
ithe selection of locations which are in areas in which parking 
jlots are impossible either because of very high land costs or 
jbecause of other factors. Some other sources of funds are 
needed to be found if the University is to make some progress 
'toward a solution of this problem. 

The tentative recommendations which follow represent the 
jconsensus of the Committees. However, not all of these pro- 
posals received the unanimous support of the members of the 
Committees. The reaction of the faculty and staff to these 
Droposals will be welcomed. There will be a public meeting 
or discussion of the proposals in the University Auditorium 
it 4:00 p.m. February 28. Letters should be sent no later 
han March 5 to the Chairman of the Committees at the 
College of Law. It is hoped that a final report may be sub- 
mitted to the President of the University on March 15. 
I It is recommended that: 

1. The following regulations and policies be placed in effect 
I September 1, 1963. 

i 2. The University continue to provide land upon which 
parking lots may be constructed for faculty-staff parking. 
(Explanatory note: The two Committees are in agree- 
i ment that the furnishing of land and the construction of 
; parking spaces for faculty-staff with public funds are de- 
1 sirable. All land presently used for University parking 
I lots has been acquired with University funds. They fur- 
I ther feel that the University's policy in the case of parking 
lots should be the same as that applied in the taking of 
' recreation space — equivalent space should be provided 
j in return for that taken. It is true that funds for the con- 
struction of parking space apparently will not be provided 
in the next biennium. There is, however, every indication 


that some funds for land acquisition will be provided. 
The Committees believe that some land may be purchased 
upon which improvements can be made from parking 
rental funds so that this land will be available at least 
temporarily for parking purposes.) 

3. Each member of the faculty-staff desiring to use parking 
space on University lots, streets, or drives pay an annual 
registration fee of $15.00. Anyone desiring to register a 
car for less than the full twelve months shall pay a reg- 
istration fee of $7.50 per semester, and/or $3.75 for a 
summer session. 

(Explanatory note: It is intended that the registration 
fee be voluntary but shall apply uniformly to all members 
of the faculty-staff who use University-owned land for 
parking at any time during the year. The $15.00 fee 
would cover the full twelve months. Staff on less than 
nine-month appointment would pay a $7.50 semester fee, 
or $3.75 for the summer session only. In addition to the 
right to park in unrestricted University spaces, the regis- 
tration fee would entitle a faculty-staff member to a motor 
vehicle registration card which would entitle the member 
to ride free on the Illi-Bus anywhere along the Illi-Bus 
route. The registration fee would apply to each motor 
vehicle registered.) 

4. No motor vehicle shall be registered unless the certificate 
of title is in the name of an employee or the spouse of an 
employee of the University. 

(Explanatory note: There was some feeling among the 
Committees that University registration should be re- 
stricted to motor vehicles owned by the University em- 
ployee with specific exceptions being made only in ex- 
ceptional cases. It was deemed that this policy would 
afford better control of University parking spaces to insure 
that their use would be restricted to faculty-staff. How- 
ever, a majority felt that exceptional cases would be rare 
and that vehicles owner-registered in the name of an 
employee or spouse should be entitled to University 
registration. ) 

5. Any faculty-staff member may rent a parking space (on 
a first come-first served basis) for the hours of 6:00 a.m. 
to 6:00 p.m. Monday through Friday and 6:00 a.m. to 
12:00 noon on Saturday for an annual rental fee of $45.00 
(in addition to the annual $15.00 registration fee). 
(Explanatory note: This rental would be on a voluntary 
basis and designed for the convenience of those who de- 
sire such a space and are willing to pay the additional fee. 
Such spaces would not be reserved during the evening 
hours (after 6:00 p.m.) and would be available after 


6:00 p.m. to faculty-staff who have paid the University 
registration fee. No charge would be made to faculty-staff 
for parking in such spaces during the evening hours. It is 
anticipated, on the basis of available spaces, that faculty- 
staff who return to their offices or laboratories to work 
after 6:00 p.m. will find a space in a University lot, or 
on a University street or drive, reasonably close to such 
offices or laboratories.) 

6. Faculty-staff members and University departments having 
special need may rent a parking space by special permis- 
sion of the Executive Vice-President and Provost on a 
twenty-four hour yearly basis for an annual rental fee of 
$90.00 (in addition to the annual $15.00 registration fee 
for individuals, or a total of $105.00 per year for indi- 
viduals and departments). 

(Explanatory note: This is designed to provide for those 
special cases in which the Provost determines that the 
interests of the University require that a special parking 
space be reserved on a twenty-four hour basis for an indi- 
vidual or department. A department would include such 
parking fee in its operating budget in the same manner 
that it provides for the other operating expenses of the 
motor vehicle.) 

7. All parking spaces in service areas will be metered on a 
short-term basis and restricted to faculty-staff and official 
visitors on University business. 

(Explanatory note: This policy is designed to provide for 
rapid turnover use in scattered areas around the campus 
as is now provided on a no charge basis.) 

8. All unrestricted parking spaces on University-owned 
streets and drives be metered, as the demand requires, on 
an 8:00 a.m. to 5:00 p.m. basis and that the use of such 
metered spaces be restricted to the use of faculty-staff and 
visitors on the basis of current motor vehicle parking 
regulations initially, and thereafter as the needs of the 
faculty-staff may require. 

(Explanatory note: Some portions of University streets 
and drives are restricted to traffic flow only and parking is 
not permitted. Parking, in accordance with published 
regulations, is permitted on other portions of streets and 
drives. In order to control parking use in areas of high 
demand and to encourage turnover rather than all-day 
use, it is proposed to meter such spaces on a five cents per 
hour, five-hour limit, for use between 8:00 a.m. and 
5:00 p.m. As the campus expands and faculty-staff park- 
ing needs increase in certain areas (e.g. on Pennsylvania 
Avenue) the regulations may be changed to restrict such 
spaces to the use of faculty-staff. Initially, however, it 
appears that current regulations are adequate in those 
areas of minimal faculty-staff demand. It is anticipated 
that the metering of spaces on University streets and 
drives will be gradual as the need appears.) 

9. The present Illi-Bus routes be expanded and extended to 
provide transportation to all parts of the campus from 
parking lots. University motor vehicle registration identi- 
fication cards furnished to faculty-staff will serve as a pass 
in lieu of a cash fare. 

(Explanatory note: As the campus expands and new 
classroom and laboratory buildings are constructed in the 
center of campus, it is anticipated that there will be in- 
creased need for intra-campus bus transportation for 
faculty-staff from parking lots which are not within con- 
venient walking distance of offices, classrooms, and lab- 
oratories, and for cross-campus trips during the working 

day. An expansion and extension of Illi-Bus service for' 
these needs seems mandatory. The registration fee for 
faculty-staff will permit this to be done on a realistic 
basis as the need requires.) 

10. Steps be taken as rapidly as possible to acquire the needed 
sites and to construct a parking structure or structures 
adjacent to the center campus area. 

(Explanatory note: The need for additional parking 
spaces adjacent to the present center area of the campus 
is acute. If the other tentative proposals are adopted it is 
anticipated that the income will permit an immediate 
start on providing additional spaces. While there are 
many practical and financial problems involved in ac- 
quiring an adequate site and constructing parking struc- 
tures, if a reasonable amount of income for such construc- 
tion is assured steps should be taken to provide such 
additional spaces.) 

11. The University assume all the costs of administering the 
parking program to the end that all funds which are paid 
in the form of registrations, rentals, or meter income will 
be available to finance the bonds required to build the 
structures recommended in paragraph 10, to prepare other 
land for parking use, and to maintain existing lots. 

12. The policies adopted and the specific parking and traffic 
regulations incorporated by reference herein be re- 
evaluated after not more than six months of the operation' 
of the revised program and periodically thereafter, andl 
changes recommended to make more effective use of the: 
parking lots and streets. ; 

Your Committees realize that the above tentative proposals 
may not be adequate to meet satisfactorily the present andj, 
future parking space needs on this campus. It is realized,;! 
also, that individual opinions differ as to how such a complej^J 
and costly undertaking should be approached to serve the! 
needs of all segments of the University community. Having! 
considered carefully all present and foreseeable future aspectsj 
of the problem, we believe that the tentative proposals offer 
the most practical and least expensive approach to the prob- 
lem at the present time. 

It will be noted that the tentative proposals do not dea^ 
with the question of student cars on campus. It is considered; 
that this is a separate problem. Only an approximate 20 pe^j 
cent of our student body have registered motor vehicles on 
campus. Our primary concern has been to provide adequate 
services for the total student body, including the 80 per cenl 
who do not have motor vehicles on campus. As the essential 
needs of the faculty-staff are met for serving the total student 
body, we will turn to the subsidiary problem of providing 
parking facilities to the extent possible for the 20 per cent of 
the student body who have motor vehicles on campus. 


L. E. Boley 

J. M. Slater 

H. E. Kenney H. R. Snyder 

H. A. Laitinen A. H. Trotier 

R. J. Martin L. D. Volpp 

R. T. Milner A. S. Weller 

F. E. Schooley R. N. Sullivan, Chairman 

J. E. Baerwald P. H. Martin 


H. D. Bareither 

J. V. Edsall 

C. S. Havens 

D. C. Neville 

J. E. Blaze 
L. A. Bryan 
R. E. Hartz 

M. S. Kessler 

E. J. Peskind 
R. M. Sutton 

F. H. Turner 

C. H. Bowman, Chairman 


Jl \\ vCcA\ 



No. 53, February 28, 1963 


MAR 1 1 t9S3 

I Educational Directions at the University of Illinois 


The University Study Committee on Future Pro- 
, grams has issued its final report, "Educational Directions 
1 at the University of Illinois," completing five years of 
\ study dealing with present-day conditions which have 
j created special problems in education, particularly higher 
I education, due to the rapid increase in population and 
! new knowledge to be taught resulting from advances in 
i science and technology. The report attempts to answer 
I such questions as: 

■ i What share of the college-age youth should the Uni- 
versity be prepared to accept, and on what campuses? 
How should choices be made if more apply than can 
be accommodated? 

What new programs and courses of study need to be 
added and which of the old can be dropped? 
What priorities in teaching, research, and service 
should govern use of University facilities and the 
engagement of faculty time? 

The contribution of this Committee already has been 
jwell established as a catalyst in internal deliberations. 
The Committee's studies, coupled with the advice and 
pooperation of the faculty and administration, have ac- 
fcelerated a variety of new procedures and policies. The 
report will not be placed before any group for adoption 
'is a whole but will have the force of informal accept- 
Imce and the logic and persuasiveness of its ideas. 
; No summary can do the report justice. The Com- 
inittee has given a clear view of continuing obligations 
'is well as new opportunities. ... It has offered specific 

ecommendations and the rationale for them. It has also 
juggested priorities in educational services, a recognition 
ihat today as never before universities must make 

hoices. The reader will find a suggested pattern of 

i ' Copies have been sent to Deans, Directors, and to Heads 
|nd Chairmen of Departments. Others may obtain copies in 
l.oom 133 Davenport House or in the President's Office, 355 
dministration Building (West). 

growth and an indication of intellectual resources and 
values at the University of Illinois. 

There are some detailed recommendations, involving 
the need to study the process of undergraduate teach- 
ing; questions of admissions policy; the importance of 
maintaining a strong faculty and giving it the time and 
facilities to do its work; the growing international inter- 
ests of the University. . . . 

To its credit, the Committee has not been preoccu- 
pied with minutae but rather has been concerned to lay 
down broad guidelines to educational policy. 

It is appropriate to make a formal presentation of the 
Report to the Board of Trustees at this time because it 
is a significant document in the University's educational 
planning for the future. (No action is recommended or 
required.) I also take this occasion to record the appre- 
ciation of the University administration to the members 
of the Committee, especially to its Chairman, Professor 
G. M. Almy of the Department of Physics, whose work 
as head of the twelve-member task force representative 
of all three campuses of the University deserves special 
commendation. The members of the Committee are: 
Professor G. M. Almy, Chairman, who has served a full 

five years; 
Professor H. Kenneth Allen, Department of Economics; 
Professor John E. Cribbett, College of Law; 
Professor Lee J. Cronbach, Bureau of Educational Re- 
search and Department of Psychology; 
Associate Professor Bernard J. Diggs, Department of 

Philosophy ; 
Professor C. A. Krakower, Department of Pathology at 

the Medical Center; 
Professor M. B. Russell, Department of Agronomy; and 
Dean Allen S. Weller, College of Fine and Applied Arts; 
All of whom have served full five-year terms; 

Professor H. W. Barber, Division of Political Science at 
the Chicago Undergraduate Division, who served 
from 1957-59; 


Professor A. Dwight Culler, Department of English, 

Associate Professor Rupert M. Price, Assistant Dean of 

Engineering at the Chicago Undergraduate Division, 

Professor Robert W. Rogers, Department of English, 


Serving from one to three semesters for members on 

leave were: 
Professor E. W. Cleary, College of Law; 
Professor Norman A. Graebner, Department of History; 


Professor Glenn W. Salisbury, Department of Dairy 

It should also be noted that Professor Lee J. Cron- 
bach of the College of Education headed a subcommittee 
which prepared one of two appendices to the report, 
"The Entering Undergraduate Student," a subject dis- 
cussed at the 1960 Faculty Conference. 

The second appendix presents individual statements 
from the colleges and other divisions of the University 
as to their recent developments and long-range plans — 
statements of what the Chairman calls "educational 
directions at the working level." 

American Council on Education Urges Federal Action 

An eleven-point program of proposed Federal action 
"to develop higher education as a national resource" 
will be put forward by the American Council on Educa- 
tion for consideration by the Eighty-eighth Congress and 
the Administration. The program, recommended by the 
Council's Commission on Federal Relations, was ap- 
proved by the Board of Directors on January 1 1 . The 
preamble to the program states, in part: 

The American Council on Education believes 
that the problems confronting higher education 
transcend state and local concerns, and thus have 
become an urgent national concern. We believe that 
to maintain and develop higher education as a 
national resource, the Federal Government must sup- 
plement other sources of support. The Federal 
Government should do this not to "aid" higher edu- 
cation, but to meet a national obligation to conserve 
and strengthen a national resource. 

The Council therefore proposes a broad program 
of Federal action to help expand and improve Ameri- 
can higher education. 

The Council proposes top priorities for Federal pro- 
grams which would: 

1. Provide a commitment by the Federal Govern- 
ment averaging $1 billion annually for matching grants 
and low interest loans for the construction of instruc- 
tional and research facilities in both public and private 

2. Help to increase the supply of college teachers 
and improve the quality of instruction and research in 
colleges and universities by: 

a. Expanding the graduate fellowship programs 
of the National Science Foundation and the 
National Aeronautics and Space Administra- 
tion, "as the number of qualified candidates 

b. Amending the National Defense Education Act 
to increase the total number of fellowships 
available from 1,500 to 5,000, and to give each 
institution a grant of $3,000 a year for each 

graduate student enrolled under the NDEA 
fellowship program. 

The Council states that "second in priority to facili- 
ties and faculty is the need for Federal action to lower 
the financial barriers to higher education for qualified 
students." The Council recommends: 

1. Removal of the $250,000 ceiling on Federal con- 
tributions to any one institutional NDEA loan fund and 
the establishment of the student loan program on a 
permanent basis with the Federal capital contributions 
granted to the institutions as permanent revolving loan 

2. Provision of a new Federal program of four-year 
undergraduate scholarships to assist students of academici 
promise and great financial need. 

3. Extension of the 50 per cent "forgiveness" on; 
NDEA loans to all teaching, including college teaching, 
in recognized public and private non-profit institutions: 
of education. 

Among other proposals for Federal action in the field 
of higher education, the Council lists the following foi 
which it intends to provide appropriate support: 

1. Federal assistance for construction of teaching fa- 
cilities in medicine, dentistry and other health profes- 
sions. ■ 

2. Payment of full costs for federally-sponsored re-i 

3. Equitable reimbursement to colleges and univer- 
sities for expenses incurred in providing facilities and 
instruction for ROTC units. 

4. Federal assistance to programs for college-level 
technician education. 

5. Amendments to the NDEA (a) to authorize prep- 
aration of persons to teach English as a second language,' 
(b) to permit institutions and agencies undertaking 
NDEA-supported research to publish the results of suet 
research, and (c) to authorize guidance institutes foi 
training college student personnel workers. 

6. Implementation of international agreements pro 

viding for tariff-free importation of books and scientific 

7. Extension of the Urban Renewal Program with 
annual authorizations sufficient to maintain benefits to 
the colleges and universities at least at current levels. 

8. Appropriations for Federal educational programs 

commensurate with the known demands for such pro- 
grams. Particular emphasis will be placed on adequate 
appropriations for the salaries and expenses of the Office 
of Education, for the programs of the National Defense 
Education Act, for the National Science Foundation, for 
grants in support of educational television, and for inter- 
national educational exchanges. 

University of Illinois Operating and Capital Budgets for 1963-65 

j At a meeting of the University of Illinois Board of 
1 Trustees held in Urbana, Illinois, on February 20, Presi- 
dent Howard W. Clement and Mr. Wayne A. Johnston, 
members of the Board of Trustees of the University who 
are also serving on the State Board of Higher Education, 
submitted the following report on the actions and recom- 
■ mendations of the Board of Higher Education with re- 
spect to the University's operating and capital budgets 
for 1963-65. The recommendations of Mr. Clement and 
[Mr. Johnston, which were concurred in by the President 
J of the University, were adopted by the Board. 


On October 17, 1962, the Board of Trustees adopted 
i-a budget request, for the operation of the University of 
slUinois in the biennium 1963-65, to be presented to the 
(Governor and the General Assembly, and authorized the 
iPresident of the Board, the Chairman of the Finance 
jCommittee of the Board, and the President of the Uni- 
versity to present the request to the appropriate offices, 
lofficials, and committees. 

Similarly on November 9, 1962, the Board of Trus- 
jtees adopted a capital budget with similar authorizations 
,nd instructions. 

As a part of the budgetary review process, both 
budgets were submitted to the Illinois Board of Higher 
Education. The Board has reviewed both budgets and 
has made recommendations concerning them. The dif- 
ferences between the original budgets as presented by 
(the Board of Trustees and the recommendations of the 
jBoard of Higher Education are reflected in the attached 

I In summary, for operations the Board of Trustees 
requested an increase of $31,044,000, which amounted 
:o an increase of 21.4 per cent over the amount avail- 
able for the 1961-63 biennium. The Board of Higher 
Education approved a request for an increase of $26,- 
)16,681, an 18.4 per cent increase. If the opening of 
|he Congress Circle campus is deferred, further reduc- 
iions will be made, subject to a maximum total reduction 
pf $3,232,000 if the Congress Circle campus does not 
>pen until September, 1965. 

In the capital budget, the Board of Trustees ap- 
)roved a request of $39,865,240, which included a reap- 
)ropriation of unused bond issue funds, or an increase 
n new funds of $33,893,740. The Board of Higher Ed- 


ucation has approved a request of $25,368,540, including 
unused bond issue funds, or a net amount of new money 
of $18,968,540, to be increased subsequently by whatever 
additions to the power plant may be mutually deter- 
mined as required by the new facilities approved. 


Operating Budget 

The major differences between the Trustees' request 
for an increase in operating funds and the amounts 
recommended by the Board of Higher Education are in 
two items: salary increases and the requirements for 
maintaining the present level of services with increased 
enrollments and increased costs. 

The Board of Trustees, mindful of the University's 
position in relationship to salary levels at similar univer- 
sities across the land, and resolving to improve the rela- 
tive position of the University of Illinois, recommended 
an amount equal to 9 per cent of the academic personnel 
service budget in the first year of the biennium and 
5 per cent in the second. The Board of Higher Educa- 
tion recommended an increase in the academic salary 
budget of 6 per cent for the first year of the biennium 
and 5 per cent in the second. 

The Board of Higher Education, no less than the 
Board of Trustees, is aware of the necessity for salary 
improvement. The difference here is one of judgment 
as to rate of progress and rate of improvement. 

The other major difference is in the amount esti- 
mated as required for maintaining the present level of 
services. Here again, the difference is in judgment rather 
than on policy or objective, and a reconciliation of points 
of view should be possible in future years from studies 
of the specific items involved. 

Capital Budget 

The difference between the Board of Trustees' re- 
quest and the Board of Higher Education's action on the 
capital budget may be accounted for largely in the omis- 
sion of the following four building projects : 
At Urbana-Champaign 

Office-classroom building and the 

Addition to Smith Music Hall; 
At the Medical Center, Chicago 

Addition to the East Dentistry-Medicine-Pharmacy 
Building and the 

Physical Plant Services Building 


It may be said that variations in estimates of enroll- 
ment capacity and enrollment projections account in 
part for the differences in point of view as to the urgency 
of the two buildings eliminated at the Urbana campus. 

The two buildings eliminated at the Medical Center 
campus are, in the judgment of the administration and 
the Trustee members of the Board of Higher Education, 
of unquestioned importance to the improvement and de- 
velopment of that campus. 

Nonetheless, the sense of urgency about the need for 
these four structures was not shared by our colleagues 
on the Board of Higher Education, and further discus- 
sions will no doubt be held concerning these items in the 


We believe that the original budget requests of 
the Board of Trustees were fully justified, in the light of 
the total needs of the University, and of the needs of the 
State for University of Illinois services. 

At the same time, we believe that the Board of 
Higher Education has an important role to play in the 
future welfare of higher education in the State of Illi- 


nois and that cooperative support from the governing 
boards of the State universities should be brought to the 
decisions of the Board of Higher Education at this time. 
We believe that most of the differences are in judgment, 
not objectives, and that these differences can be recon- 
ciled by additional studies during the next biennium, 
when there will be more time for interchange of ideas, 
consultation, and analysis of data. Further, the "master 
plan" studies which are now going forward under the 
auspices of the Board of Higher Education should be 
helpful in evaluations which are to be made in the 

Accordingly, in the interest of encouraging coordina- 
tion in higher education in the State of Illinois, we rec- 
ommend that the recommendations of the Board of 
Higher Education with reference to the budgets for 
operation of the University of Illinois and for capital 
projects be endorsed as reflecting the official position of 
the Board of Trustees. We further recommend that the 
representatives of the Board of Trustees and the admin- 
istration of the University be authorized to present this 
position to the appropriate State officials and members) 
of the General Assembly, hence modifying the original 
budget requests as presented in November. I 

University' s 
Budget Categories Requests 

I. Contributions to University Retirement System $ 742,900 

II. To Continue for a Full Biennium Funds Required for One Year 

Only in the 1961-63 Biennium 2,700,000 

III. Salary Adjustments for All Staff 

A. 1963-64 (for two years) 9,000,000 

B. 1964-65 (for one year) 3,000,000 

IV. To Provide for Increased Enrollment in 1963-64 (for two years) 

A. Instructional Staff (Urbana and Medical Center) 2,740,000 

B. Nonteaching Staff, Expense, and Equipment 

1. Urbana and Medical Center 2,060,000 

2. Congress Circle 1 ,000,000 

V. To Provide for Increased Enrollment in 1964-65 (for one year) 

A. Instructional Staff (Congress Circle) 1 ,770,000 

B. Nonteaching Staff, Expense, and Equipment (Congress Circle) 1 ,230,000 

VI. To Meet Increased Cost of Operation 

A. Operating Costs of New Buildings in 1963-64 (for two years) 

1. Urbana and Medical Center 1 ,571 ,100 

2. Congress Circle 1 ,000,000 

B. Operating Costs of New Buildings in 1964-65 (for one year) 

1. Urbana and Medical Center 360,000 

2. Congress Circle 590,000 

C. Increases to Maintain Present Level of Services 

1. Increases in Expense and Equipment to Meet Rising Costs 

and Accumulated Deficiencies 1 ,500,000 

2. Increases in Auxiliary Staff to Meet Accumulated 

Deficiencies 1